STEM Road Map: A Framework for Integrated STEM Education [1 ed.] 1138804223, 9781138804227

Table of contents :
Dedication
Contents
Preface
Acknowledgments
Part I: Conceptualizing STEM
1 The Need for a STEM Road Map • Tamara J. Moore, Carla C. Johnson, Erin E. Peters-Burton, and S. Selcen Guzey
2 The Emergence of STEM • Catherine Koehler, Ian C. Binns, and Mark A. Bloom
3 Integrated STEM Education • Lynn A. Bryan, Tamara J. Moore, Carla C. Johnson, and Gillian H. Roehrig
Part II: STEM Curriculum Maps
4 The STEM Road Map for Grades K-2 • Catherine Koehler, Mark A. Bloom, and Andrea R. Milner
5 The STEM Road Map for Grades 3–5 • Brenda M. Capobianco, Carolyn Parker, Amanda Laurier, and Jennifer Rankin
6 The STEM Road Map for Grades 6–8 • Carla C. Johnson, Tamara J. Moore, Juliana Utley, Jonathan Breiner, Steven R. Burton, Erin E. Peters-Burton, Janet Walton, and Chea L. Parton
7 The STEM Road Map for Grades 9–12 • Erin E. Peters-Burton, Padmanabhan Seshaiyer, Stephen R. Burton, Jennifer Drake-Patrick, and Carla C. Johnson
Part III: Building Capacity for STEM
8 Data-Driven STEM Assessment • Toni A. Sondergeld, Kristin L.K. Koskey, Gregory E. Stone, and Erin E. Peters-Burton
9 Sociotransformative STEM Education • Alberto J. Rodriguez
10 Effective STEM Professional Development • Carla C. Johnson and Toni A. Sondergeld
11 Effective Program Characteristics, Start-up, and Advocacy for STEM • Shaun Yoder, Susan Bodary, and Carla C. Johnson
Appendix A: Sample STEM Module One: Grade 7 • Janet Walton and James M. Caruthers
Appendix B: Sample STEM Module Two: Grade K • Jennifer Suh
Appendix C: Sample STEM Road Map Module Curriculum Planning Template • Carla C. Johnson, Erin E. Peters-Burton, and Catherine Koehler
About the Contributors
Index

Citation preview

STEM ROAD MAP

STEM Road Map: A Framework for Integrated STEM Education is the first resource to offer integrated STEM curricula encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding. A team of over 30 STEM education professionals from across the US collaborated on the important work of mapping out the Common Core standards in mathematics and English/language arts, the Next Generation Science Standards performance expectations, and the Framework for 21st Century Learning into a coordinated, integrated, STEM education curriculum map. The book is structured in three main parts—Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM—designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and provide supports to enable systemic transformation to an integrated STEM approach. The STEM Road Map places the power into educators’ hands to implement integrated STEM learning within their classrooms without the need for extensive resources, making it a reality for all students. Carla C. Johnson is Associate Dean for Engagement and Global Affairs and Professor of Science Education, College of Education, Purdue University, USA. Erin E. Peters-Burton is Division Director and Associate Professor of Education—Science Education and Educational Psychology, George Mason University, USA. Tamara J. Moore is Associate Professor, Engineering Education, School of Engineering Education, Purdue University, USA.

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STEM ROAD MAP A Framework for Integrated STEM Education

Edited by Carla C. Johnson, Erin E. Peters-Burton, and Tamara J. Moore

First published 2016 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2016 Taylor & Francis The right of the editors to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data STEM road map : a framework for integrated STEM education / edited by Carla C. Johnson, Erin E. Peters-Burton & Tamara J. Moore. pages cm Includes bibliographical references and index. 1. Science—Study and teaching (Elementary) 2. Technology—Study and teaching (Elementary) 3. Engineering—Study and teaching (Elementary) 4. Mathematics—Study and teaching (Elementary) 5. Science—Study and teaching (Secondary) 6. Technology—Study and teaching (Secondary) 7. Engineering—Study and teaching (Secondary) 8. Mathematics—Study and teaching (Secondary) I. Johnson, Carla C., 1969– editor of compilation, author. LB1585.S748 2015 372.35044—dc23 2014048917 ISBN: 978-1-138-80422-7 (hbk) ISBN: 978-1-138-80423-4 (pbk) ISBN: 978-1-315-75315-7 (ebk) Typeset in Bembo by Apex CoVantage, LLC

This work is dedicated to the memory of Margaret Ashida, the inaugural Executive Director of STEMx, who passed away this year. STEMx is a U.S. multi-state network focused on sharing, analyzing, and disseminating quality STEM education tools to transform education, expand the number of STEM teachers, increase achievement in STEM, and grow tomorrow’s innovators. Margaret was a visionary leader who expressed great enthusiasm for the potential of the STEM Road Map work to make STEM education a reality for all children.

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CONTENTS

Preface Acknowledgments

ix xi

PART I

Conceptualizing STEM 1 The Need for a STEM Road Map Tamara J. Moore, Carla C. Johnson, Erin E. Peters-Burton, and S. Selcen Guzey

1 3

2 The Emergence of STEM Catherine Koehler, Ian C. Binns, and Mark A. Bloom

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3 Integrated STEM Education Lynn A. Bryan, Tamara J. Moore, Carla C. Johnson, and Gillian H. Roehrig

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PART II

STEM Curriculum Maps 4 The STEM Road Map for Grades K-2 Catherine Koehler, Mark A. Bloom, and Andrea R. Milner

39 41

viii

Contents

5 The STEM Road Map for Grades 3–5 Brenda M. Capobianco, Carolyn Parker, Amanda Laurier, and Jennifer Rankin

68

6 The STEM Road Map for Grades 6–8 Carla C. Johnson, Tamara J. Moore, Juliana Utley, Jonathan Breiner, Steven R. Burton, Erin E. Peters-Burton, Janet Walton, and Chea L. Parton

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7 The STEM Road Map for Grades 9–12 Erin E. Peters-Burton, Padmanabhan Seshaiyer, Stephen R. Burton, Jennifer Drake-Patrick, and Carla C. Johnson

124

PART III

Building Capacity for STEM

163

8 Data-Driven STEM Assessment Toni A. Sondergeld, Kristin L.K. Koskey, Gregory E. Stone, and Erin E. Peters-Burton

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9 Sociotransformative STEM Education Alberto J. Rodriguez

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10 Effective STEM Professional Development Carla C. Johnson and Toni A. Sondergeld 11 Effective Program Characteristics, Start-up, and Advocacy for STEM Shaun Yoder, Susan Bodary, and Carla C. Johnson Appendix A Sample STEM Module One: Grade 7 Janet Walton and James M. Caruthers Appendix B Sample STEM Module Two: Grade K Jennifer Suh Appendix C Sample STEM Road Map Module Curriculum Planning Template Carla C. Johnson, Erin E. Peters-Burton, and Catherine Koehler About the Contributors Index

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239 311

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347 349

PREFACE

STEM Road Map: A Framework for Integrated STEM Education is the first resource for educators, administrators, community stakeholders, and advocates of STEM to guide K-12 schools in the direction of integrated STEM education. A team of over 30 STEM education professionals from across the U.S. collaborated on the important work of mapping out the Common Core standards in mathematics and English/language arts, the Next Generation Science Standards performance objectives, and the Framework for 21st Century Learning (www.p21.org) into a coordinated, integrated, STEM education curriculum map. The purpose of this book is to make STEM for all students a reality. It makes an integrated STEM curriculum available that encompasses the entire K-12 spectrum with complete grade-level learning based on a spiraled approach to building conceptual understanding. The entire K-12 STEM Road Map is organized around five major STEM themes that include: Cause and Effect, Innovation and Progress, The Represented World, Sustainable Systems, and Optimizing the Human Experience. At each grade level, students will engage with a topic that was derived from the academic standards (e.g. Common Core, Next Generation Science Standards) that aligns with the selected theme. STEM Road Map: A Framework for Integrated STEM Education places the power into the educators’ hands to implement integrated STEM learning within their classrooms without the need for extensive resources. The book is structured in three main parts designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and supports to enable systemic transformation to an integrated STEM approach. The three corresponding parts are: Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM.

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Preface

The first Part of the book, Conceptualizing STEM, is comprised of three chapters. Chapter 1 provides an overview of the need for a STEM Road Map and presents the five STEM themes that serve as the anchor for an integrated STEM curriculum. Chapter 2 discusses the historical evolution of STEM and ties to the new academic standards. Chapter 3 establishes a conceptual and practical framework for integrated STEM. In Part II, STEM Curriculum Maps, there are four chapters with each corresponding to a grade band within K-12. Chapter 4 is the K-2 STEM Road Map that presents the framework for early childhood STEM learning. Chapter 5 focuses on grades 3–5 in upper elementary and presents the STEM curriculum maps for each theme and grade level. Chapter 6 moves into middle school grade levels (6–8) and continues the spiraling curriculum maps for STEM. Chapter 7 is the final chapter in this Part, which focuses on integrated STEM in the high school setting (9–12). Part III of the book is focused on Building Capacity for STEM and the series of chapters in this section are meant to serve as resources for implementing STEM. Chapter 8 provides an overview of effective STEM assessment and using data to drive integrated STEM instruction. Chapter 9 is focused on making STEM accessible to all learners through a sociotransformative approach. Chapter 10 provides guidelines for effective STEM professional development. Chapter 11 is the final chapter in the book and presents frameworks for effective STEM programs and STEM advocacy. The Appendix provides two fully developed STEM Road Map sample curriculum modules. These are meant to serve as a model for schools that may want to develop their own, community-based and local-context curriculum for STEM using the curriculum maps provided in the book. However, all modules outlined in the book are under development at Purdue University and will be made available in the very near future.

ACKNOWLEDGMENTS

As with most large book projects, there are many people behind the scenes that provided support to make this project a success. The authors of this book would like to show their appreciation to the following individuals who provided their expertise in conceptualizing integrated STEM, helping to review chapters and/ or modules, and providing other support. Becky Ashe, L&N STEM Academy, Knoxville, TN Kathy Bowdring, West Potomac High School, Alexandria, VA David Burns, Battelle, Columbus, OH Jessica Carr, Innovation Academy, Kingsport, TN Tony Donen, STEM School Chattanooga, Chattanooga, TN Marni Durham, Princeton City School District, Cincinnati, OH Jeremy Eltz, Indiana Department of Education, Indianapolis, IN Lori Farkash, Moss Y. Beach Elementary School, Wallingford, CT Caroline Gergel, Annandale High School, Annandale, VA Maggie Jensen, Purdue University, West Lafayette, IN Rita Neidlinger, Purdue University, West Lafayette, IN Chea Parton, Purdue University, West Lafayette, IN William Sprankles, Princeton City School District, Cincinnati, OH Sandy Watkins, Tennessee STEM Innovation Network We would also like to thank sponsors of this work whose valuable support enabled this project to move from idea to reality. Bill Muzzillo, General Motors Dean Maryann Santos de Barona, Purdue University College of Education

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PART I

Conceptualizing STEM

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1 THE NEED FOR A STEM ROAD MAP Tamara J. Moore, Carla C. Johnson, Erin E. Peters-Burton, and S. Selcen Guzey

Introduction Policy makers and educational leaders have argued that the key to future prosperity of the U.S. is improving STEM teaching and learning opportunities for our children (Committee on Prospering in the Global Economy of the 21st Century, 2007). This call to action is anchored by two distinct realities: the jobs of the future are integrally STEM driven and the foundation of STEM knowledge students receive in K-12 has been directly linked to the prosperity of our country. Specifically, one out of every three jobs by 2015 will be STEM-related (National Science Board, 2007). Further, over 80 percent of the fastest-growing occupations in our country are dependent on mastery of mathematics, engineering, technology, and science knowledge and skills, and these positions are being filled by talent from abroad due to the talent shortage within the U.S. (Bureau of Labor Statistics, 2008). Student mastery of STEM disciplines in K-12 schools is directly connected to success in college, as well as economic growth and development, national security, and global competitiveness (Business Roundtable, 2005; Committee on Science, Engineering, and Public Policy [CSEPP], 2007). There have been several reports that have provided strategies for preparing our children for the STEM-wave of change. The Carnegie Foundation’s 2009 report, The Opportunity Equation, proposed four key areas of focus to address the STEM talent crisis, including (a) higher levels of mathematics and science learning for all students; (b) common standards that are fewer, clearer, and better aligned with assessments; (c) improved teaching and professional learning, supported by better school and system management; and (d) new designs for schools to support learning more effectively. Other reports by the National Research Council (NRC) and other agencies have echoed these calls to action (e.g., NRC, 2011, 2014).

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The STEM Road Map project is a coordinated response to the need for addressing STEM learning in K-12 to better prepare our children for the careers of the future that are anchored in understanding of STEM. As suggested in the Carnegie Foundation report (2009), the STEM Road Map provides a new curriculum design for delivering STEM learning more effectively across the continuum of K-12 schooling. The STEM Road Map project started as an ambitious undertaking by 25 leaders in STEM education from the various STEM disciplines (science, technology, engineering, and mathematics) as well as English/language arts and stakeholders from the realm of educational policy and reform. The focus of the effort was to address the need for an innovative, integrated, problem- and project-based, high-quality curriculum for K-12 that would begin to address the prevalent issues within our educational system and provide teachers with a tool that would enable them to teach the Common Core (mathematics and English/language arts) along with the Next Generation Science Standards (NGSS) while infusing the 21st Century Skills Framework (www. p21.org) in a real-world, meaningful way. An integrated STEM approach is necessary for addressing global and local challenges, as well as for success in careers of today and those anticipated in the future. Roehrig, Moore, Wang, and Park (2012) argued that our daily challenges are: “multidisciplinary, and many require integration of multiple STEM concepts to solve them” (p. 31). The emerging new standards have responded to the call for a more interdisciplinary approach and have infused more critical thinking and integration of other content areas (e.g., English/language arts inclusion of science, NGSS focus on mathematics and engineering). The STEM Road Map provides a complete, K-12 mapping of academic standards (i.e., Common Core and NGSS) organized by five STEM themes that students will experience in a spiraled curriculum that will grow their content knowledge and skills through application within five-week sequences of instruction organized around a problem or a project. The STEM Road Map curriculum is designed to be delivered by teachers in a collaborative, integrated manner where explicit ties to the actual project and/or problem are made within each content area each week of instruction, while one or more of the disciplines serve as the lead for delivery of the module. As a result, students will experience the overlapping nature of integrated STEM learning and deeper conceptual understanding will be achieved in both STEM and non-STEM disciplines.

Integrated STEM in the STEM Road Map The foundation of the STEM Road Map is meaningful integration of the STEM disciplines within the context of real-world challenges and problems in K-12 classrooms (e.g., Breiner, Harkness, Johnson, & Koehler, 2012; Johnson, 2013; Rennie, Venville, & Wallace, 2012; Roehrig et al., 2012). Integrated STEM is primarily

The Need for a STEM Road Map 5

about providing opportunities for students to learn in settings that require interdisciplinary boundaries to be crossed; in particular, integrated STEM education is an effort by educators to have students participate in engineering design and engineering thinking as a means to develop and/or explore technologies in a manner that requires deep learning and application of mathematics and/or science as well as consideration of other disciplines (e.g., social studies, English/ language arts). Moore and colleagues (Moore, Guzey, & Brown, 2014; Moore et al., 2014) developed a STEM integration framework that has been adopted to guide the focus of the STEM Road Map. The “Framework for STEM Integration in the Classroom” has six primary elements that will be incorporated in the STEM Road Map: 1)

In order to engage students in meaningful learning and provide access to the content, integrated STEM learning environments include a motivating and engaging context. These contexts should be personally meaningful and allow for students to connect with the content. 2) In order to develop problem-solving abilities, creativity, and higher-order thinking skills, integrated STEM education should include engineering design challenges of relevant technologies for compelling purposes. This can also include engineering thinking, technological progress, and reverse engineering of technologies. 3) STEM integration should allow for students to learn from failure and to redesign based on what is learned. This is one of the hallmarks of engineering thinking and should not be overlooked. 4) In order for the learning to be meaningful and worth the time it takes to participate in project- and problem-based learning challenges, integrated STEM education should include standards-based mathematics and/or science objectives in the learning activities. In addition, real-world problems are interdisciplinary beyond just the STEM disciplines. This means that other disciplines, such as English/language arts and social studies, can be included as appropriate. 5) In order to provide students with opportunities to learn the standards-based content deeply, it is imperative that content be taught in a student-centered manner. Students need opportunities to grapple with the content and think for themselves in order to deepen their conceptual knowledge. 6) Finally, integrated STEM learning environments should emphasize teamwork and communication abilities that are imperative for life in a 21st century workforce. Each curricular module within the STEM Road Map has been designed using these six elements. However, the STEM Road Map also provides an extensive breadth of themes that students will encounter in a given year or grade level.

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STEM Themes The STEM Road Map is organized around five real-world STEM themes that serve as the focus for delivery of the spiraled curriculum in grades K-12. Each of these themes will have a focused STEM topic within each grade level that is tied to the appropriate academic content standards. An overview of each theme is presented in this chapter to provide the context for the grade-level, theme-based topics that will appear in this book.

Cause and Effect The concept of cause and effect is a powerful and pervasive notion in the STEM fields. It is the foundation of understanding how and why things happen as they do. Humans spend considerable effort and resources trying to understand the causes and effects of natural and designed phenomena to gain better control over events and environment and to be prepared to react appropriately. Equipped with the knowledge of a specific cause and effect relationship, one can lead a better life or contribute to the community by altering the cause leading to a different effect. For example, if a person recognizes that irresponsible energy consumption leads to global climate change, that person can act to remedy their contribution to the situation. Although cause and effect is a core idea in the STEM fields, it is actually very difficult to determine. Students should similarly be capable of understanding when evidence points to cause and effect, as well as when evidence points to relationships, but not direct causality. A major goal of education is to develop empowered, analytical citizens who are capable of thinking through complex processes to make important decisions. An understanding of causality, as well as understanding when causality cannot be determined, will help students become better consumers, global citizens, and community members.

Innovation and Progress The theme of innovation and progress as conceptualized for the STEM Road Map consists of ideas that use established concepts to move the STEM fields forward. One of the most important factors in determining if humans will have a positive future is innovation. Innovation is the driving force behind progress, which helps to make possibilities that did not exist before. Innovation and progress are creative entities, but in the STEM fields, they are anchored by evidence and logic. In creating something new, students must consider what is already known in the STEM fields and apply this knowledge appropriately. When we innovate, we create value that was not there previously and create new conditions and possibilities for even more innovations. Students should consider how their innovations might affect progress and use their STEM thinking to change current human burdens to benefits. For example, if we develop more efficient

The Need for a STEM Road Map 7

cars that use by-products from another manufacturing industry, such as food processing, then we have used waste productively and reduced the need for the waste to be hauled away, an indirect benefit of the innovation.

The Represented World When we communicate about the world we live in, how the world works, and how we can meet the needs of humans, we often use underlying phenomena as part of our explanations. However, these concepts are often too complex to explain directly, so we invoke simplifying representations or models to help communicate the important features. We need representations and models such as graphs, tables, mathematical expressions, and diagrams because they make our thinking visible. For example, when explaining about geologic time, we cannot actually observe the passage of such large chunks of time, so we create a timeline or a model that uses a proportional scale to visually illustrate how much time has passed for different eras. Another example may be something too complex for students in a particular grade level, such as explaining the p subshell orbitals of electrons to fifth graders. Instead, we use the Bohr model, which more closely represents the orbiting of planets, which is accessible to fifth graders. When we create models, they should be helpful if they are designed to point out the most important features of a phenomenon. We also create representations of the world with mathematical functions, which help us to change parameters to suit the situation. Creating representations of phenomena engages students because they assimilate the information and communicate it directly. However, models also leave out some of the details that occur with the phenomena. Because models are helpful, but are also estimates of phenomena, it is important for students to evaluate their usefulness as well as what they leave out because they are estimates of an occurrence.

Sustainable Systems We encounter sustainable systems in everything we do. Looking at a garden, you will see flowers blooming, weeds sprouting, insects buzzing, and various forms of life living within its boundaries. This is an example of an ecosystem, a collection of living organisms that survive together. This happens to be one type of ‘system’ but if you look around, systems are all around us. From an engineering perspective, the term ‘systems’ is the use of “concepts of component need, component interaction, systems interaction, and feedback. The interaction of subcomponents to produce a functional system is a common lens used by all engineering disciplines for understanding, analysis, and design” (Koehler et al., 2006, p. 8). Systems can either be open (as in the example of an ecosystem) or closed (as in the example of a combustion engine). Ideally, a system should be sustainable (e.g., being able to maintain equilibrium without much energy from outside the structure). In our example of an

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ecosystem, the interaction of the organisms within the system and the influences of the environment (e.g., water, sunlight) can maintain the system for a period of time thus demonstrating its ability to endure. A sustainable system is ideal as it allows for existence of the entity for the long term. In our STEM Road Map project, we identified different standards that we consider to be oriented toward ‘systems’ that students should know and understand in the K-12 setting. We have identified examples of systems-thinking: ecosystems, the rock cycle, earth processes (such as erosion, tectonics, ocean currents, weather phenomena), Earth-Sun-Moon cycles, heat transfer, and the interaction between the geosphere, biosphere, hydrosphere, and/or atmosphere. Students and teachers need to understand that we live in a world of systems, and they are not independent of each other, but instead intrinsically linked so that disruption in one part of the system will have reverberating effects on other parts of the system.

Optimizing the Human Experience The theme of optimizing the human experience as conceptualized for the STEM Road Map consists of the notion that science, technology, engineering, and mathematics as disciplines have the capacity to continuously improve the ways humans live, interact, and find meaning in the world. This idea has two components: being more suited to our environment and being more fully human. For example, the progression of STEM ideas can help humans live more comfortably by providing unique ways to access water sources, design energy sources that do not have as much of an impact on our environment, develop new ways of communication and expression, and build efficient shelters. STEM ideas can also help humans to be self-actualized by providing access to the secrets and wonders of nature. Learning in STEM requires students to think logically and systematically, which is a way of knowing the world that is markedly different from knowing the world as an artist. However, we feel that when students can utilize various ways of knowing, and understand when it is appropriate to use a different way of knowing or integrate ways of knowing, they are fully experiencing the best of what it is to be human. Learning to think like a STEM professional via the problem-based learning scenarios provided in the STEM Road Map helps students to optimize the human experience by innovating improvements in the designed world students live in.

Infusion of Technology and Engineering in the STEM Road Map In 2009, the National Academy of Engineering produced a report, Engineering in K-12 Education: Understanding the Status and Improving the Prospects, which explained some of the factors that make incorporating the topic of engineering difficult. First, most teachers do not have an engineering background, and as a

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result, there is not a critical mass of teachers who would feel comfortable or qualified to teach a curriculum that is exclusively about engineering subject matter. Second, the curricular demands on teachers is already overwhelming, and adding another topic to teach is not productive, particularly given the high-stakes testing environment. Therefore, the National Academies of Engineering suggested two different strategies for implementation of engineering education in the current K-12 curriculum: infusion and mapping. Infusion is the proactive strategy of taking engineering standards and embedding them into the science and mathematics standards. The science and engineering practices in NGSS are an example of infusion, because engineering standards have been added along with the science standards, for example asking questions (science) and identifying problems (engineering). Mapping involves integrating big ideas in engineering onto current standards in other disciplines. The big ideas suggested in this report include engineering design, systems thinking, optimization, modeling, identifying constraints, analysis, communication, and engineering habits of mind. The STEM Road Map incorporates both mapping and infusion in the designed curriculum. Since the themes in the book are aligned to the NGSS and engineering standards are mapped into the Science and Engineering Practices as well as the Disciplinary Core Ideas, mapping of engineering standards is folded into the curriculum. Similarly, the themes were designed to support engineering ideas such as the ones recommended in the National Academies report, therefore, the STEM Road Map also infuses major engineering ideas into the integrated curriculum.

The Nature of STEM The practice of integrating STEM topics has been around for a long time. However, on closer examination, STEM education is often accelerated or enriched science and mathematics education, rather than integration. In the STEM Road Map, we have embraced a truly integrated STEM approach as a response to workforce and societal needs. Learning through multiple, integrated subjects can produce deeper conceptual understandings, better development of skills, and higher achievement than learning the subjects in isolation. Similar to the philosophy of the NGSS, we feel that learning concepts to pass a test is not enough; students should also be learning what it is like to think like a STEM professional and develop the requisite STEM habits of mind. A multidisciplinary approach can help students reinforce their learning across all four subjects in STEM. Creating a STEM learning environment can be accomplished by examining the nature of each discipline and considering what is alike and what is different about the core content areas that are integrated into STEM learning experiences. There has been a great deal of work developed on the nature of science, technology, engineering, and mathematics individually, and the intention in this section of the book is not to delve deeply into each one, but to look at common features that might enhance teachers’ understandings of integrated STEM learning. The nature

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of science (NOS) has been defined as the inherent guidelines that scientists follow in order to cultivate valid ideas about the natural world (Lederman, 1992; McComas & Olson, 1998). The nature of technology (NOT) explains features of technological advancements that extend humans’ abilities to shape the world for goals ranging from survival needs to aesthetics (AAAS, 1993). The nature of engineering (NOE) can be described as what engineers do in the cyclical design process, how engineering impacts society, and how society impacts engineering (NRC, 2014). The nature of mathematics (NOM) can be considered the cycle of inquiry that begins with the representation of quantities as abstract symbols, accounting for all possibilities through manipulation of the rules (although there is some flexibility), and validating the quality of solutions and models by understanding the differences between mistakes and reasonable choices that did not turn out to be successful (Schoenfeld, 1992). All of these disciplines depend on iterative cycles of inquiry that lead to the development of valid and productive ideas. In these iterative cycles of inquiry, there are no rigid steps in the processes of the development of ideas, although they are guided by reasoned arguments. Therefore, STEM can be characterized as the human endeavor of anticipating outcomes based on background knowledge, making sense of what is observed, the use of logical reasoning, approaching unknowns systematically, and the necessity of transparency for the purposes of replicability and evaluation. An important feature of the outcome of the iterative cycles is that the process is self-righting. That is, if there is an error along the way, peer review, replication, and evaluation will help straighten out issues with the process of the investigation, a model created as a tool or a product, or the design process. STEM professionals, and STEM students, should recognize that choices in the cycles of inquiry are made for a reason and the attempts to try to account for all possibilities are central features of their discipline.

STEM Road Map Module Curriculum Planning Template This book includes the K-12 academic content standards and Framework for 21st Century Learning (Partnership for 21st Century Learning, 2009) mapped out in a full pathway for implementing integrated STEM. Additionally, two full STEM Road Map curriculum modules have been included in the appendix to serve as a resource for implementation. Further, the STEM Road Map Module Curriculum Planning Template is also included to guide individual teachers, schools, districts, and other educational programs in the development of their own locally contextualized curriculum. The STEM Road Map Module Curriculum Planning Template includes a summary of the module, established goals/objectives, content standards, 21st-century themes and skills, as well as the overall challenge or problem that drives instruction in the grade-level topic of study. Other included areas of the template are: module launch activity, key concepts, desired outcomes, assessment plan, resources, timeline, and then individual lesson plans.

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References AAAS (American Association for the Advancement of Science) (1993). Benchmarks for scientific literacy. New York: Oxford University Press. Breiner, J., Harkness, M., Johnson, C.C., & Koehler, C. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships, School Science and Mathematics, 112(1), 3–11. Bureau of Labor Statistics (2008). Employment projections: 2008–2018 summary. Retrieved from www.bls.gov/news.release/ecopro.nr0.htm Business Roundtable (2005). Tapping America’s potential: The education for innovative initiative. Retrieved July 30, 2007, from www.businessroundtable.org/pdf/20050727 002TAPStatement.pdf Carnegie Foundation (2009). The opportunity equation: Transforming mathematics and science education for citizenship and the global economy. New York: Institute for Advanced Study. Committee on Prospering in the Global Economy of the 21st Century (2007). Rising above the gathering storm: Energizing and empowering America for brighter economic future. Retrieved from the National Academies Press Web site: www.nap.edu/ catalog/11463.html Johnson, C.C. (2013). Conceptualizing integrated STEM education – Editorial. School Science and Mathematics Journal, 113(8), 367–368. Koehler, C., Faraclas, E., Giblin, D., Moss, D.M., & Kazarounian, K. (2006, June). Are concepts of technical and engineering literacy included in state science curriculum standards: A regional overview of the nexus between technical & engineering literacy and state science frameworks. Paper presented at the 2006 Proceedings of the American Society for Engineering Education Conference, Chicago, IL. Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research, Journal of Research in Science Teaching, 29, 331–359. McComas, W.F., & Olson, J.K. (1998). The nature of science in international standards documents. In W.F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3–39). Dordrecht, The Netherlands: Kluwer Academic Publishers. Moore, T.J., Guzey, S.S., & Brown, A. (2014). Greenhouse design to increase habitable land: An engineering unit. Science Scope, 37(7), 51–57. Moore, T.J., Stohlmann, M.S., Wang, H.H., Tank, K.M., Glancy, A.W., & Roehrig, G.H. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in precollege settings: Research into practice (pp. 35–60). West Lafayette, IN: Purdue Press. National Academy of Engineering and National Research Council (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press. National Science Board (2007). A national action plan for addressing the critical needs of the U.S. Science, Technology, Engineering, and Mathematics System. (Rep. No. NSB-07-114), Washington, DC: National Science Foundation. NRC (National Research Council) (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press. NRC (National Research Council) (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.

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Partnership for 21st Century Learning (2009). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework Rennie, L., Venville, Gr., & Wallace, J. (2012). Integrating science, technology, engineering, and mathematics: Issues, reflections, and ways forward. New York: Routledge. Roehrig, G.H., Moore, T.J., Wang, H.H., & Park, M.S. (2012). Is adding the E enough? Investigating the impact of K-12 engineering standards on the implementation of STEM integration, School Science and Mathematics, 112(1), 31–44. Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). New York: Macmillan Publishing Company.

2 THE EMERGENCE OF STEM Catherine Koehler, Ian C. Binns, and Mark A. Bloom

As we enter the 21st century where technological advancement has dominated global markets, the U.S. must fundamentally shift the composition of its workforce in order to be competitive (Business-Higher Education Forum (BEF), 2002; National Science Board (NSB), 2004; Smalley, 2003; National Science Foundation (NSF), 2005; Friedman, 2005; National Academy of Engineering (NAE), 2005; National Academy of Science (NAS), 2007). Our nation’s well-being depends upon how well we educate our children in science, technology, engineering, and mathematics (STEM) and prepare them for careers within these fields. It is through proficiency in these STEM fields that our economic and national security will maintain our competitiveness in this global competition. In Rising Above the Gathering Storm (NAS, 2007), the National Academy of Science warns us of the danger that “Americans may not know enough about science, technology, or mathematics to contribute significantly to, or fully benefit from, the knowledge-based economy that is already taking shape around us” (p. 121). It is estimated that only approximately 6 percent of American undergraduate students major in engineering, while other countries boast much higher numbers: European countries (12 percent), Singapore (20 percent), and China (40 percent). Other indicators in this report included: (a) the U.S. economy, though strong, has more investments in foreign stocks than in U.S. stocks (remember that this report was prior to the 2008 U.S. financial collapse); (b) the U.S. is sending many jobs overseas; and (c) advanced research in physics (e.g. the particle accelerator) is located outside the U.S. (NAS, 2007). Traditional classroom lecture methods are not preparing our youth for the challenges of the coming global change; we need to teach differently.

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The Rising Above the Gathering Storm report (NAS, 2007) provides guidance to improve global competitiveness of the U.S. through engagement with STEM and STEM education: 1)

Increase America’s talent pool by vastly improving K-12 science and mathematics education. 2) Sustain and strengthen the nation’s traditional commitment to long-term basic research that has the potential to be transformational in order to maintain the flow of new ideas that fuel the economy, provide security, and enhance the quality of life. 3) Make the U.S. the most attractive setting in which to study and perform research so that we can develop, recruit, and retain the best and the brightest students, scientists, and engineers from within the U.S. and throughout the world. 4) Ensure that the United States (a) is the premier place in the world to innovate; (b) invests in downstream activities such as manufacturing and marketing; and (c) creates high-paying jobs based on innovations. This chapter focuses on the first recommendation: Increase America’s talent pool by vastly improving K-12 science and mathematics education.

History of Science Education and the Link to STEM On October 4, 1957, the Soviet Union launched Sputnik 1 and rocked the world of science and science education. This small, silver satellite orbited the Earth approximately 1,400 times before re-entry into the atmosphere on January 4, 1958, 92 days after it was launched (NASA, 2014). The launch of Sputnik reverberated fear throughout the United States and the Race to Space was on. This monumental occasion marked an era that would change how curriculum would be evaluated; particularly the subjects of science and mathematics. It was clear to the American public that reform was needed in science and mathematics instruction. As a rapid reaction to the launching of Sputnik 1, the National Science Foundation (NSF) began funding curriculum projects such as the Physical Science Study Committee (PSSC), Earth Science Curriculum Project (ESCP), and Biological Science Curriculum Study (BSCS) (among others) that were developed and taught in schools across the U.S. Mathematics also had its share of curriculum projects, including the School Mathematics Study Group (SMSG), the University of Maryland Mathematics Project (UMMaP), and the Madison Project to name a few. With the development of these curriculum projects, teachers had difficulty with implementation as they did not have the content background to support these new reform efforts. Unfortunately, without content support and professional development, teachers reverted back to teaching content that was familiar to them using familiar pedagogical strategies: not representative of these new approaches

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to teaching and learning (Bybee, 2013). Technology and engineering were also on board with curriculum initiatives in the 1970s with the development of The Man Made World, part of the Engineering Concepts Curriculum Project (ECCP), but unfortunately, there was no place in schools to teach these concepts (International Technology Education Association (ITEA), 2009). Despite the curricular efforts of the 1960s and 1970s, the 1983 report by the National Commission on Excellence in Education (NCEE), A Nation at Risk, revealed a distressing picture of the education system in the United States (NCEE, 1983). Among other things, this report indicated that (a) U.S. students were behind their peers from other developed nations with regard to science and mathematics, (b) many students did not possess ‘higher-order’ thinking skills, and (c) the average achievement of high school students was even lower than when Sputnik was launched. One of the many recommendations from this report was the development of standards of learning. It was this report that led to the development of Project 2061: Science for All Americans (American Association for the Advancement of Science (AAAS), 1989), which provided a framework for K-12 education and established the goal that all Americans must be literate in science, technology, and mathematics by 2061, the year Halley’s Comet returns. Project 2061: Science for All Americans led to the development of the Benchmarks for Science Literacy (Benchmarks) (AAAS, 1993). The Benchmarks served as a set of coherent learning objectives leading to the outcomes of Science for All Americans for K-12 education and a foundation for most states’ science standards. In 1996, the National Research Council (NRC, 1996) released the National Science Education Standards (NSES), which has been the last attempt at publishing a set of national science standards until 2013. The national science standards as described in Project 2061 and Benchmarks are not strictly focused on science content; they include engineering and technology standards. Both reform documents included five specific chapters related to STEM areas. In The Nature of Mathematics (Chapter 2) and The Mathematic World (Chapter 9), mathematics is described as a “science of patterns and relationships” and an “applied science” (AAAS, 1989, p. 16) and used as a “modeling process” that “plays a key role in almost all human endeavors” (p. 129). The Nature of Technology (Chapter 3) recommends that students have knowledge about the nature of technology as a requirement for scientific literacy (p. 25). The Designed World (Chapter 8) recommends that students have an understanding of how technology and human activity shape our environment and our lives. The technologies this chapter focuses on include agriculture, manufacturing, energy sources/use, communication, information processing, and health technology. It is not only important to know about the concepts of science, technology, engineering, and mathematics; it is equally important to be able to engage in the practices of these disciplines. In a chapter that brings together these ideas about science and technology practices, Habits of Mind (Chapter 12) outlines the values and attitudes toward science, mathematics, and technology. This chapter focuses

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on thinking skills that are necessary to engage in these disciplines; computation and estimation, manipulation and observation, communication and critical response. Although the acronym STEM was not used in the context of these reform documents, all essential elements of the disciplines were mentioned.

What Is STEM? The term STEM has its original roots in government policy and was coined by the National Science Foundation (NSF) in the early 1990s. The original term was actually ‘SMET’ (science, math, engineering, and technology), but due to its similarity to a vulgar term, a program officer at NSF suggested that STEM be adopted (Saunders, 2009; NAS, 2007). Recent research has indicated that even persons who deal with STEM on a daily basis are a bit confused as to its meaning and context. Breiner, Harkness, Johnson, and Koehler (2012) conducted a survey at a major research university in the Midwest and asked faculty members two questions: “What is STEM?” and “How does STEM influence and/or impact your life?” They reported that faculty members were able to identify STEM as separate disciplines, e.g. science, technology, engineering, and mathematics, but their conceptualization of the term was based solely on their academic discipline. For example, a faculty member who studied biology or worked in medicine might answer the first question with a response such as: “STEM is stem cell research or the stem of a plant.” In response to the second question, “How does STEM influence and/or impact your life?”, it was noted that the faculty responses fell into three main categories: societal reasons, personal reasons, and a null (no) relationship to STEM. In the societal reasons category, responses included: “It is life,” and “develops competencies about basic skills used in life.” In the personal reasons category, responses included: “I teach math” and “I used a bit of technology and I truly enjoy reading about science.” Some faculty members were unaware of the notion of STEM (the null relationship to STEM category) and their response consisted of not knowing what STEM was or “none that I am aware of.” The most interesting finding was under the personal reasons of how STEM influences/impacts your life, and these responses included a faculty member who was disenfranchised about STEM stating, “It further marginalizes my field since I am in the Humanities. It makes my field seem irrelevant, which STEM programs already do. It furthers narrow-minded thinking” (Breiner et al., 2012, pp. 8–9). There has been little further research exploring these questions and, as such, the operational definition of STEM is left up to the parties as to how they will use it for their purposes of argument (Breiner et al., 2012; Bybee, 2013). As STEM is made up of four disciplines, one concern is the perception that the ‘T’ (technology) and ‘E’ (engineering) are oftentimes secondary to the ‘S’ (science) and ‘M’ (mathematics) (ITEA, 2009; NAE, 2005). When we refer to STEM in K-12, it does not mean that students are learning mathematics and

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science with a little sprinkle of technology and engineering mixed in, but instead it refers to integration of the disciplines. ITEA advocates that students learn about the development of technology, with a sense toward “the study of all modifications humans have made in their natural environment for their own purposes” and as a disciple that includes the “study and application of learning experiences that relate to inventions, innovations, and changes intended to meet human needs and wants” (ITEA, 2009, p. 22). Different forms of technology have been included in the school setting for many years, however engineering education has not yet made such inroads. Engineering has not been adopted in the K-12 setting until very recently, and in only selected schools. Engineering has been strengthened in the K-12 system by the development of technology standards by ITEA. Engineering as a discipline in the K-12 setting is often referred to as the missing letter in STEM. Because there are no nationally adopted academic standards for engineering for the K-12 setting, there is no student assessment in engineering education, thus policy makers and school administrators pay little attention to it in K-12 schools (NAE, 2009). However, the NAE recommends that engineering concepts be infused into other subjects to illustrate the nature of big ideas such as design and systems thinking. The infusion approach is practical for curriculum design, because the engineering design process is an iterative decision-making process that uses the content knowledge of mathematics and science as its foundation (Koehler, Faraclas, Giblin, Moss, & Kazerounian, 2013). This leaves an opportunity for STEM educators to design and implement innovative engineering activities that integrate the STEM disciplines in meaningful learning opportunities for students. The Next Generation Science Standards (NGSS, 2013) provides several options of how to implement the integration of standards in novel ways throughout grades K through 12, particularly in the field of engineering. In the last section of this chapter, we will discuss NGSS in more detail, and in particular, how it will guide science education in the future.

Federal Funding for STEM Initiatives The Federal government has been a driving force behind STEM initiatives in the United States. STEM funding has been plentiful since 2007 when the Bush Administration signed into law the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act, known as America COMPETES Act. The emphasis of this law was “to invest in innovation through research and development, and to improve the competitiveness of the United States” (GPO, 2007, p. 1) and authorized $32.7 billion between 2008–2010 for programs and activities in STEM-related disciplines. It also established the creation of a National Science and Technology Summit, a group of federal agencies that were tasked to examine pathways for the United States’ STEM initiatives, support basic research in physical sciences, propose improved

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instruction in mathematics, increase access for low-income students for AP/IB coursework, and to authorize Teacher Corps programs that would bring 30,000 mathematics and science teachers into the classroom (Bush, 2007). The Obama Administration reauthorized this Act in 2010 and as part of the reauthorization established an office under the National Science and Technology Council (NSTC) that managed the coordination of STEM education activities in federal agencies such as the National Science Foundation (NSF), National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Administration (NOAA), and the Department of Education, among others. Within the 2010 America COMPETES Reauthorization Act, there was a call for the NSTC to create a five-year federal STEM education strategic plan. In the 2013 progress report, the NSTC outlined five goals to drive federal investment in STEM education. These goals include: 1)

Improve STEM instruction by preparing 100,000 excellent new K-12 STEM teachers by 2020, and support the existing STEM teacher workforce; 2) Increase and sustain youth and public engagement in STEM by supporting a 50% increase in the number of U.S. youths who have authentic STEM experiences each year prior to completing in high school; 3) Enhance STEM experience for undergraduate students by graduating one million additional students with degrees in STEM fields over the next 10 years; 4) Better serve groups historically under-represented in STEM fields by increasing the number of underrepresented in STEM fields with STEM degrees (including women) over the next 10 years; 5) Design graduate education for tomorrow’s STEM workforce by providing graduate-trained STEM professionals with basic and applied research expertise to acquire specialized skills in areas of national importance. (NSTC, 2013, p. 15) In another federal initiative, Race to the Top, President Obama announced a challenge to states to create comprehensive education reform by establishing state-wide strategies to turn around student achievement, adopt rigorous and high-quality student assessments, teacher evaluations and professional development, and data systems to track student performance. This reform was rolled out as a competition among states. This program was funded with $4.35 billion; an unprecedented amount for any education reform initiative. Within this plan, the President advocated what we now know as the Common Core State Standards, a common set of rigorous, career ready standards for mathematics and reading. Some of the funds from Race to the Top promoted the adoption of these standards. In the first round competition, two states, Delaware and Tennessee, were awarded Race to the Top funds and a total of 18 states and the District of Columbia have received funds through this program (U.S. Department of Education (USDOE), 2014a).

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The future of STEM funding relies on the federal budget and, as such, based on this five-year strategic plan written by the NSTC, President Obama has proposed to support $170 million for STEM education in the 2015 fiscal year budget. In this projected budget, the President proposed several initiatives designed to improve teaching and learning in STEM subject areas for teachers and students, and to train the next generation of innovators. He also proposed money allocated for STEM innovation networks to support partnerships between school districts and universities that would develop streamlined pathways to STEM education and careers. Teacher training is paramount and this 2015 budget includes funding for STEM teacher pathways to recruit and train STEM educators for highneed schools as well as a national program for STEM Master Teacher Corps that will develop teacher leaders who will advocate for STEM education in their communities (USDOE, 2014b). As of the writing of this chapter, the 2015 federal budget has only been proposed, and given the uncertainty of the Congress, the fate of this funding is anyone’s guess at this time.

NGSS and STEM Education Funding streams for STEM initiatives are well defined, but the question remains: How does this funding impact education? To create a seamless pipeline from childhood to career, science educators created A Framework for K-12 Science Education (Framework) (NRC, 2012) and a set of accompanying science standards, Next Generation Science Standards (NGSS) (NGSS Lead States, 2013), to address the need for content that will drive the K-12 science education agenda for the foreseeable future. The format of Framework (and later NGSS) is much different than the older reform documents, Project 2061, Benchmarks, and NSES, as Framework outlines three very distinctive areas, or dimensions, that K-12 science education need to focus on for 21st century learners. These three dimensions include: (a) science and engineering practices; (b) crosscutting concepts; and (c) core ideas in four disciplinary areas: physical sciences, life sciences, earth/space sciences, and engineering, technology, and applications of science (NRC, 2012, p. 2). Just as Project 2061 is the framework for Benchmarks, so is Framework the foundation for NGSS. Consider NGSS as a road map of student performance expectations that connects areas of practices, content, and crosscutting concepts as they relate to the disciplines of science. What makes NGSS so unique is the design of the standards. Each grade level has specific content standards and cross-matched to these standards are science and engineering practices, disciplinary core ideas, and crosscutting concepts. Teachers may be familiar with the terminology of science practices from the older reform documents, but the new language of NGSS changes the focus of the notion of practices. These practices describe how scientists and engineers approach problems and engage in investigations to solve these problems. The language in which we refer is pervasive throughout the document and consists of iterative conceptual modeling, engaging in argument

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from evidence, and constructing explanations and designing solutions. No longer is the student expected to be the passive learner by “merely learning about (these concepts) secondhand” (NGSS Lead States, 2013, p. xv), but instead they are active learners that are “engaging in scientific investigations that require not only skills, but also knowledge that is specific to each practice” (p. xv). It is our intent with this book to foster the development of these practices through the problem-/project-based themes that were described in Chapter 1, and in more detail throughout later chapters in this book.

Next Steps in Science Education and STEM Education The 21st century learning and teaching approaches must go beyond the traditional ways of dispensing knowledge and rote memorization, to one where the students take more responsibility for learning and the teacher becomes a facilitator of activities. As recommended in the Framework, problem-/project-based learning (PBL) scenarios are active learning strategies that contextualize science. In a PBL scenario, students engage in their lessons by considering “problems as the starting point for gaining new knowledge” (Lambros, 2002, p.1). Although project-based learning and problem-based learning are often used interchangeably, each approaches a situation through a problem scenario but the end result differs. Project-based learning culminates with a tangible creation of a product whereas problem-based learning results in new knowledge (Capraro & Slough, 2009). Ideally, the integration of STEM disciplines within PBL allows the learner to holistically approach a real-world problem learning the content and tools necessary to provide its answer. In this book we utilize PBL scenarios as challenges that are based on the five themes outlined in Chapter 1: Cause and Effect, Innovation and Progress, The Represented World, Sustainable Systems, and Human Optimization, to which the NGSS and Common Core mathematics and language arts standards were aligned. The grade bands K-2, 3–5, 6–8, and 9–12 were divided into chapters and each chapter will describe how the standards align to each theme. The new STEM education initiatives such as the new standards provide the opportunity for teachers to integrate PBL scenarios in their classrooms, not only the disciplines of science, technology, engineering, and mathematics, but also to integrate Common Core State Standards. In essence, it is a win-win situation for both K-12 teachers and students, but most importantly, the students will develop the skills and knowledge that are necessary to engage as informed global citizens and be prepared to proceed to STEM fields.

References American Association for the Advancement of Science (AAAS) (1989). Project 2061: Science for all Americans. New York: Oxford University Press.

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American Association for the Advancement of Science (AAAS) (1993). Benchmarks for science literacy. New York: Oxford University Press. Breiner, J.M., Harkness, S.S., Johnson, C.C., & Koehler, C.M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships, Journal of School Science and Mathematics, 112(1), 3–11. Bush, G.W. (2007). Fact sheet: America Competes Act of 2007. Retrieved from http:// georgewbush-whitehouse.archives.gov/news/releases/2007/08/20070809-6.html Business-Higher Education Forum (BEF) (2002). Investing in people: Developing all of America’s talent on campus and in the workplace. Washington, DC: American Council on Education. Bybee, R.W. (2013). A case for STEM: Challenges and opportunities. Arlington, VA: NSTA Press. Capraro, R.M., & Slough, S.W. (2009). Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Rotterdam, The Netherlands: Sense Publishers. Friedman, T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux. Government Printing Office (GPO) (2007). H.R. 2272 (110th): America COMPETES Act of 2007. Retrieved from www.govtrack.us/congress/bills/110/hr2272/text International Technology Education Association (ITEA) (2009). The overlooked STEM imperatives: Technology and engineering K-12 education. Reston, VA: ITEA. Koehler, C.M., Faraclas, E.W., Giblin, D., Moss, D.M., & Kazerounian, K. (2013). The nexus between science literacy & technical literacy: A state by state analysis of engineering content in state science frameworks, Journal of STEM Education, 14(3), 5–12. Lambros, A. (2002). Problem-based learning in K-8 classrooms. Thousand Oaks, CA: Corwin Press, Inc. NASA (2014). NSSDC/COSPAR ID: 1957-001B. Retrieved from http://nssdc.gsfc.nasa. gov/nmc/spacecraftDisplay.do?id=1957-001B National Academy of Engineering (NAE) (2005). Engineer of the 2020: Visions of engineering in the new century. Washington, DC: National Academies Press. Also available at www.nap.edu/books/0309091624/html National Academy of Engineering (NAE) (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Katehi, L., Pearson, G., & Feder, M. (Eds.) Washington, DC: National Academies Press. National Academy of Science (NAS): Committee on Science, Engineering, and Public Policy (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press. Also available at www.nap.edu/books/0309100399/html National Commission on Excellence in Education (NCEE) (1983). A nation at risk. Washington, DC: US Department of Education. National Research Council (NRC) (1996). National science education standards. Washington, DC: National Academies Press. National Research Council (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on Conceptual Framework for new K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press. National Science and Technology Council (NSTC) (2013). Federal science, technology engineering, and mathematics (STEM) education 5-year strategic plan. (17 U.S.C. 105). Retrieved from www.whitehouse.gov/sites/default/files/microsites/ostp/stem_ stratplan_2013.pdf

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National Science Board (NSB) (2004). Science Indicators, 2004, Volume 2, Appendix Table 2-34. National Science Foundation (NSF) (2005). The Engineering Workforce: Current State, Issues, and Recommendations: Final Report to the Assistant Director of Engineering, National Science Foundation. Task Force Members: Charles E. Blue, Linda G. Blevins, Patrick Carriere, Gary Gabriele, Sue Kemnitzer (Group Leader), Vittal Roa, and Galip Ulsoy, May, 2005. NGSS Lead States (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press. Saunders, M. (2009). STEM, STEM education, STEM mania, The Technology Teacher, 68(4), 20–26. Smalley, R.E. (2003). Nanotechnology, the S&T Workforce, Energy, and Prosperity. Presentation to the President’s Council of Advisors on Science and Technology (PCAST), Rice University, March 3, 2003. Available at http://cohesion.rice.edu/NaturalSciences/ Smalley/emplibrary/PCAST%20March%203,%202003.ppt#432,8,Slide8 U.S. Department of Education (USDOE) (2014a). Race to the Top Fund. Retrieved from www2.ed.gov/programs/racetothetop/index.html U.S. Department of Education (USDOE) (2014b). Science, technology, engineering, and math: Education for global leadership. Retrieved from www.ed.gov/stem

3 INTEGRATED STEM EDUCATION Lynn A. Bryan, Tamara J. Moore, Carla C. Johnson, and Gillian H. Roehrig

In this chapter, we provide an overview of what ‘integrated STEM’ is—from its forms and characteristics to the practices and pedagogical approaches involved. Integrated STEM instruction is not meant to add to an already full curriculum, but to enhance the existing curriculum and find synergies among disciplines so that students can understand the interdependence among science, technology, engineering, and mathematics—for example, as they develop an understanding of STEM and learn to explain natural phenomena or design and propose solutions to a local, national, or global problem. In turn, student learning will be more contextualized, authentic, and meaningful. The STEM Road Map is a tool to assist teachers in this process, identifying realistic intersections of content in the STEM disciplines, suggesting themes for situating integrated STEM instruction in a meaningful context, and providing a model for planning integrated STEM learning experiences.

What Is ‘Integrated STEM’ Education? As you may have already gathered by reading the opening chapters of the STEM Road Map, there is more to integrating STEM disciplines than simply teaching two disciplines together or using one discipline as a tool for teaching another. In fact, this already happens for many teachers—for example, teaching science often requires the use of mathematics, e.g. graphing, measuring, utilizing ratios, working with geometric shapes. However, we are referring to something more intentional and more specific when we use the term ‘integrated STEM’. Drawing on the work of scholars who are credited with inspiring the movement to more meaningfully integrate the STEM disciplines at the K-12 level (Childress & Sanders, 2007; Sanders, 2009; Sanders & Wells, 2010), we define integrated STEM as the teaching and learning of the content and practices of disciplinary knowledge which include science and/or mathematics through the integration of the practices of engineering

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and engineering design of relevant technologies. We take the viewpoint that, while any discipline can have learning goals in integrated STEM environments, mathematics, science, and engineering will be the primary goals. With this in mind, we will describe the forms of STEM integration followed by the hallmark characteristics of any integrated STEM learning environment.

Forms of STEM Integration STEM integration in the classroom generally takes one of three forms: content integration, supporting content integration, or context integration. Content integration refers to units and activities that have multiple STEM (and potentially other) disciplinary learning objectives; whereas supporting content integration refers to units and activities in which one content area is meaningfully covered (e.g. mathematics) in support of the main content’s learning objectives (e.g. science). Context integration uses a context from one discipline to situate learning objectives from another discipline. Supporting content integration is common in the classroom, but often not done in a way that furthers the learning of the supporting content. Context integration is often implemented through the use of a story that situates the disciplinary content goals in another discipline’s practices. Meaningful content integration is the ultimate goal of the STEM Road Map project; however, the STEM Road Map includes versions of context, supporting content, and content integration as useful methods of STEM integration. It is recommended that you have a mixture of all three, but keep the emphasis on content integration.

Characteristics of STEM Integration While there are different models of integrating STEM content and practices, five core characteristics distinguish integrated STEM learning experiences from activities, lessons, or courses that simply find superficial ‘connections’ among STEM disciplines. These characteristics include instruction in which: (1) the content and practices of one or more anchor science and mathematics disciplines define some of the primary learning goals; (2) the integrator is the engineering practices and engineering design of technologies as the context and/or an intentional component of the content to be learned; (3) the engineering design or engineering practices related to relevant technologies requires the use of scientific and mathematical concepts through design justification; (4) the development of 21st century skills is emphasized; (5) the context of instruction requires solving a real-world problem or task through teamwork (Bybee, 2013; Moore et al., 2014b; National Academy of Engineering (NAE)/National Research Council (NRC), 2014; NRC, 2012b; Partnership for 21st Century Skills, 2009; Sanders, 2009). In Table 3.1, we provide a description of these five core, distinguishing characteristics of integrated STEM instruction. These areas map to the STEM integration curriculum framework described in Chapter 1.

TABLE 3.1 Distinguishing Characteristics of Integrated STEM

Distinguishing Characteristic

Description

The content and practices of one or more anchor science and mathematics disciplines define some of the primary learning goals.

Anchor disciplines are the primary disciplines from which the learning goals for instruction are derived. Learning goals (what you want students to know) provide coherence between the instructional activities (how students will come to know what you want them to know) and assessments (how you determine whether students have come to know what you want them to know) (Wiggins & McTighe, 2005). Explicit attention is given within the learning goals to the connections between disciplines. By emphasizing the relationships of content across different disciplines, students develop deep, transferable understandings and more coherent frameworks for reasoning about interdisciplinary problems and phenomena. An ‘integrator’ brings together different parts in a way that requires those parts to work together for a whole. As the integrator in integrated STEM, the practices of engineering and engineering design provide real-world, problem-solving contexts for learning and applying science and mathematics, as well as meaningfully bring in other disciplines. In addition, engineering practices require students to use informed judgment to make decisions and help them develop habits of mind such as troubleshooting, pulling from prior experiences, and learning from failure (Moore, Guzey, & Brown, 2014). High-quality STEM integration learning experiences meaningfully integrate the engineering design/practices with the science and mathematics content. Design justification is one way to require the students to apply the mathematics and science to the engineering design. For example, students should make recommendations for the design to their client that are supported by the background information and content and the results from their tests as data for their decisions. Justification of design choices is parallel to the argumentation in science education, i.e. claims, evidence, explanation (Toulmin, 2008; see also Hand, et al., 2009; Llewellyn, 2014; Sampson, Enderle, & Grooms, 2013). The phrase, ‘21st-century skills,’ refers to the knowledge, skills, and character traits that are deemed necessary to effectively function as citizens, workers, and leaders in the 21st-century workplace (Bybee, 2010; NRC, 2012b; Partnership for 21st Century Skills, 2009). A real-world problem or task centers on an authentic issue or meaningful challenge. As opposed to decontextualized or contrived tasks (e.g. ‘cook book’ labs in science or rote problem solving in mathematics), real-world problems engage students in issues that are significant in everyday life and have more personal and/or social relevance. Furthermore, the teamwork involved in solving real-world problems or tasks provides opportunities to understand the interdisciplinary nature of STEM through rich, engaging, and motivating experiences that require teams of students to solve them. Teams of students need to communicate their processes and results (Carlson & Sullivan, 2004; Dym, et al., 2005; Frykholm & Glasson, 2005; Selingo, 2007; Smith, et al., 2005).

The integrator is the practices of engineering and engineering design as the context and/or an intentional component of the content to be learned. The engineering design or engineering practices related to relevant technologies require the scientific and mathematical concepts through design justification.

The development of 21st-century skills is emphasized. The context of instruction requires solving a real-world problem or task through teamwork and communication.

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As you will see in the upcoming chapters, the STEM Road Map provides a guide at each grade level for teachers to be able to design integrated STEM instruction to reflect these core defining characteristics.

Commitments to Teaching and Learning We should note that while there are defining characteristics of integrated STEM instruction, there also are characteristics of effective teaching and learning in general to which we are committed. Thus, our vision of integrated STEM is grounded in the following commitments about teaching and learning that embody recommendations from time-honored and contemporary education research: • • • •

Learning is a generative and revisionary process in which students are responsible for constructing knowledge. Teaching requires deep, flexible content knowledge, pedagogical content knowledge, and reflective practices. Instruction should be culturally inclusive, socially relevant, and situated in authentic contexts. Quality instruction is guided by the content, approaches, and pedagogical principles of standards that are rigorous, coherent, and research-based.

Learning Is a Generative and Revisionary Process in Which Students Are Responsible for Constructing Knowledge Decades of research in learning and cognition have shown that learning entails the development of conceptual constructs, reasoning processes, and patterns of activity. Instruction that is based on a generative and revisionary view of learning takes into account students’ relevant prior knowledge, experiences, and interests—i.e., students are not blank slates when they come to our classrooms. Their existing understandings, experiences, beliefs, and interests inf luence how they will interpret what we are trying to teach. Furthermore, constructing knowledge is a progressive and iterative process that necessarily involves revision of ideas (Osborne & Wittrock, 1983; Posner, Strike, Hewson, & Gertzog, 1982; von Glasersfeld, 1989). For teachers of integrated STEM, this means that the design of learning experiences must take students’ existing knowledge into account, provide them with the opportunity to become explicitly aware of their ideas, and help them build/revise their knowledge. Such learning experiences, in turn, will help students understand concepts more deeply and will be more personally meaningful and engaging. Instructional approaches including problem-based learning and project-based learning, which are discussed in this chapter, are examples of the types of approaches conducive to teaching integrated STEM in K-12 classrooms.

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Teaching Requires Deep, Flexible Content Knowledge, Pedagogical Content Knowledge, and Reflective Practices It is an intuitive, but nonetheless critical, notion that a deep, flexible, and coherent understanding of content is a prerequisite to the development of knowledge for how to teach the content. Content knowledge enables the integrated STEM teacher to design conceptually coherent lessons, lead dynamic and in-depth discussions about STEM constructs and phenomena, and relate STEM content to meaningful and authentic situations. However, content knowledge is not enough, as teachers must also have knowledge of and reflectively think about learners, curriculum, instructional strategies, and assessment to be engaging and effective (i.e., pedagogical content knowledge or PCK; Bryan, 2003; Geddis, 1993; Shulman, 1987; Van Driel, Verloop, & de Vos, 1998). For teachers of integrated STEM, this means that they will need to demonstrate deep, flexible subject-matter knowledge and pedagogical content knowledge related to the disciplines of STEM education; well-developed knowledge and skills to integrate crosscutting content, processes, and practices beyond their discipline of expertise; and well-developed knowledge and skills for teaching diverse student populations. Teaching integrated STEM will require teachers to understand the nature of STEM through the study of the content and practices of scientists, technologists, engineers, and mathematicians. Thus, integrated STEM teachers will be those who exhibit attributes of educational leadership – e.g. they will take the lead in implementing innovations and breaking the boundaries of ‘siloed’ subject area instruction; they will lead their colleagues in professional development by sharing and disseminating what they know and know how to do; they will lead in developing collaborations that enrich the learning experiences of their students. They will be reflective practitioners who use evidence from student learning artifacts to inform and revise practices, and possess the disposition of a lifelong learner.

Instruction Should Be Culturally Inclusive, Socially Relevant, and Situated in Authentic Contexts An abundance of educational research indicates that students bring to the classroom ways of knowing, thinking, and communicating that are reflective of their home and community environments and comprise part of the foundation of a students’ classroom/educational experience (e.g. Bryan & Atwater, 2002; Fradd & Lee, 1999; Gay, 2010; Lee, 1999; Lemke, 2001). In short, the social and cultural life of students is central to their learning. Thus, teaching approaches that acknowledge, respond to, and celebrate the culture, motivations, and interests of students are more likely to engage them and facilitate their learning (Brophy et al., 2008; Carlson & Sullivan, 2004; Frykholm & Glasson, 2005; Gay, 2010). Situating integrated STEM instruction in culturally inclusive, socially relevant,

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and authentic contexts provides students with opportunities to make sense of the situation at hand, based on extensions of their own personal knowledge and experiences. Engaging contexts also provide a compelling purpose to do the challenge at hand, including but not limited to global, environmental, and social contexts that involve contemporary events and issues.

Quality Instruction Is Guided by the Content, Approaches, and Pedagogical Principles of Standards and Practices That Are Rigorous, Coherent, and Research-Based Standards provide the foundation to inform and provide coherence among curriculum, instruction, and assessment within each discipline as well as, in the context of integrated STEM education, across disciplines. National level standards such as Next Generation Science Standards (NGSS) and Common Core State Standards in Mathematics (CCSS-M) are designed with a progression of academically rigorous disciplinary core ideas and practices that are scientifically and mathematically coherent. In addition, these standards are designed to prepare K-12 students for college and career readiness at an internationally competitive level (NGSS Lead States, 2013). At the core of the STEM Road Map are four sets of education standards that articulate what students should know (knowledge) and be able to do (skills/ practices) in each content area at each grade level: NGSS (NGSS Lead States, 2013), CCSS-M (National Governors Association Center for Best Practices and Council of Chief State School Officers (NGA and CCSSO), 2010b), Common Core State Standards in English Language Arts (CCSS-ELA; NGA and CCSSO, 2010a) and 21st Century Skills Framework (Partnership for 21st Century Skills, 2009). You have probably noted that there are no technology or engineering standards explicitly mapped in the STEM Road Map. The fields of technology and engineering certainly have been a central part of the integrated STEM conversation, working to increase and expand attention to these disciplines in K-12 instruction. For example, the International Technology Education Association (ITEA) developed the Standards for Technological Literacy that define what students should know and be able to do to be technologically literate and outline content standards for technological literacy in grades K-12 (ITEA, 2007). The National Academy of Engineering (NAE) report, Standards for K-12 Engineering Education?, determined that developing separate K-12 engineering standards was not an appropriate approach as “it would be extremely difficult to ensure their usefulness and effective implementation” (NRC, 2010b, p. 1). Instead, the committee offered the strategy of integration for K-12 engineering education—embedding relevant engineering learning goals into standards for another discipline (e.g., science). This integrative approach addresses the importance of engineering design, making connections between engineering and other STEM disciplines, and communication. So while the STEM Road Map

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does not explicitly map these standards at each grade level, the theme-inspired topics for each grade level are organized around an engineering design challenge or project that contextualizes and motivates the learning of integrated STEM content, practices, and skills.

What Are STEM Practices and Skills in Integrated STEM Instruction? The fields of science, technology, engineering, and mathematics use specific knowledge and skills that form distinct practices (NGSS Lead States, 2013; NRC, 2012a). ‘Practices’ are the behaviors that professionals (in this case scientists, mathematicians, and engineers) engage in as they investigate, design, and problem solve, as well as build models, theories, and systems. Practices involve the use of both discipline knowledge and skills specific to each practice (NGSS Lead States, 2013). Therefore, instruction that integrates across STEM disciplinary boundaries necessarily facilitates students’ understanding, development, and use of the various practices of science, technology, engineering, and mathematics (Berlin & White, 1995; Frykholm & Glasson, 2005; NGSS Lead States, 2013; NRC, 2012a). We describe below the essential practices of each of the STEM fields for K-12 integrated STEM instruction: science inquiry, engineering design, and mathematical thinking and reasoning. In addition, we also describe 21st century skills—skills that are intertwined with the development of STEM content knowledge and are an integral part of integrated STEM instruction.

Scientific Inquiry Scientific inquiry refers to the diverse thinking processes and practices that scientists use to examine and answer questions about the natural world (NGSS Lead States, 2013; NRC, 2001). While scientific inquiry occurs in various forms, several central characteristics of scientific inquiry, when incorporated into K-12 instruction, enable students to construct knowledge of scientific ideas and understand the work of scientists. Inquiry in the integrated STEM classroom mirrors scientific inquiry by emphasizing students’ questioning, collecting evidence, developing explanations and communicating findings. For greater detail about scientific inquiry practices, we encourage our readers to refer to a chart in the National Research Council (2001) document, Inquiry and the National Science Education Standards, which elaborates on the essential features of K-12 classroom scientific inquiry (see p. 29). In this chart, the essential features of scientific inquiry—engaging in scientifically oriented questions, giving priority to evidence in responding to questions, formulating explanations from evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations—are characterized along a continuum that shows the variations of these practices in relation to the degree of learner self-direction versus teacher/material direction.

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Engineering and Engineering Design The field of engineering is focused on the design, manufacturing, and operation of efficient and economical technologies for a specific purpose. These technologies can be structures, machines, processes, and/or systems. The design of these technologies requires creative and carefully planned applications of scientific and mathematical concepts (Moore et al., 2014a). As reflected in recent STEMrelated reform documents such as A Framework of K-12 Science Education (NRC, 2012a) and the Next Generation Science Standards (NGSS Lead States, 2013), design processes are the heart of engineering practice, and as such, are a focus of engineering at the K-12 level. Engineering design processes can be represented by iterative and reflective practices on stages of design, such as problem scoping, learning the background, planning for a solution, implementing a solution, testing the solution, and evaluating the tests of the solutions (Moore et al., 2014a). An integral part of engineering design is engineering thinking or habits of mind: systems thinking, creativity, optimism, perseverance, innovation, collaboration, communication, and ethical thinking. Additionally, engineers must manage risk and uncertainty, learn from failure, consider the safety of those developing and using the technologies designed, and consider prior experience (Moore et al., 2014a). Engineering design coupled with engineering thinking allows students to become independent, reflective thinkers who have learned to integrate multiple ideas together to solve problems.

Mathematical Thinking and Reasoning Mathematics is a human-developed way of thinking and knowing that investigates ordering, operational, and structural relationships in a logical manner (Gilfeather & del Regato, 1999). As a discipline, mathematics is concerned with the development of new mathematical knowledge. Mathematicians develop new mathematics through considering all of the body of current mathematics and extending that body of knowledge through logical development of new mathematical structures. This results in a new mathematics that is still internally consistent with the previous body of mathematics. This way of thinking—that is the hallmark of mathematics—is also parallel to the mathematical thinking and reasoning students should develop. Oftentimes, school mathematics curricula is about learning to think ‘inside the box’; however, mathematical thinking is learning to think flexibly and ‘outside the box’ (Devlin, 2012). The CCSS-M provide the mathematical practices as guidelines, which include the following: • • • •

Make sense of the problem and persevere in solving it; Explain the meaning of a problem and look for solution entry points; Reason abstractly and quantitatively; Decontextualize – create abstractions of a situation and represent it as symbols and manipulate;

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Construct viable arguments and critique the reasoning of others; Model with mathematics; Use appropriate tools strategically; Attend to precision; Look for and make use of structure; Look for and express regularity in repeated reasoning. (NGA and CCSSO, 2010b)

These represent the hallmarks of mathematical thinking and reasoning, both from the viewpoint of the mathematician and the K-12 student. Developing competency in mathematical thinking and reasoning is a fundamental goal of a mathematics education because it allows students to bring all of the knowledge of mathematics to bear in different situations.

Twenty-First Century Skills Cognitive, intrapersonal, and interpersonal skills and abilities necessary to effectively function as citizens, workers, and leaders in the 21st century workplace are often referred to as ‘21st Century Skills’ (Bybee, 2010; NRC, 2010a, 2012b; Partnership for 21st Century Skills, 2009). Research suggests that these skills are increasing in value across a wide range of jobs, whether low-skill, low-wage service-oriented positions or high-skill, high-wage professional-oriented positions (Bybee, 2013; Levy & Murnane, 2004). Integrated STEM is a promising context for offering K-12 students opportunities to develop these skills, as these skills are embedded to some degree in all of the STEM disciplines. There exist several lists of 21st century skills (e.g., Bybee, 2010; NRC, 2010a, 2012b; Partnership for 21st Century Skills, 2009) with considerable overlap. In the STEM Road Map, authors have utilized the P21 Framework (Partnership for 21st Century Skills, 2009) as the conceptual guide for curriculum mapping and module development. The P21 Framework includes core components of: 21st Century Themes, Learning and Innovation Skills; Information, Media, and Technology Skills; and Life and Career Skills. In addition to a main and important focus on core content, the P21 Framework promotes development of student understanding of 21st Century Themes that include: global awareness, financial, economic, business, and entrepreneurial literacy, civic literacy, environmental literacy, and health literacy (Partnership for 21st Century Skills, 2009). The Learning and Innovation Skills in the P21 Framework focus on creativity and innovation, critical thinking, problem solving, and communication and collaboration. Information, Media, and Technology Skills are inclusive of information literacy, media literacy, and information, communications, and technology literacy. The final area of the P21 Framework is Life and Career Skills and this area emphasizes flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility (Partnership for 21st Century Skills, 2009).

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Pedagogical Approaches to Teaching Integrated STEM Two of the primary pedagogical approaches to teaching integrated STEM include project-based learning and problem-based learning. These two terms often are used interchangeably, though there are distinct differences between them. Both of these pedagogical approaches utilize an open-ended problem, question, or challenge to begin the instructional sequence and are designed to be an authentic application of 21st Century Skills in the context of learning and mastering new integrated STEM concepts. Students work collaboratively and access multiple tools and data sources to solve the problem, question, and/or challenge. Project- and problem-based learning often include partners from outside the school who are STEM experts and who provide a connection with STEM industry and careers to broaden the scope of the content and bring the learning alive for integrated STEM students. Project-based learning specifically has as the outcome of the work a product that has been conceptualized, designed, and tested to determine if the product is a viable solution to the problem (e.g. Blumenfeld, et al., 1991; Krauss & Boss, 2013). Most project-based learning is tied to a local need or problem where the question is student generated. This could be a school- or community-based issue. Projectbased learning units of instruction often require multiple weeks to complete. Student teams present their products to their classmates and the larger community, often to model the process that a STEM professional would complete. Problem-based learning is driven by fictitious scenarios or case studies that may not fit within a local or community issue (e.g. Barell, 2006; Lambros, 2004). Students are presented with an ill-structured problem that may often be a global or persistent concern for society, or a potential problem that may need to be solved in the present or future (Johnson, 2003). Problem-based learning instructional units often have a more narrowly specified outcome, which may include a solution or point of view rather than a tangible product (Johnson, 2004). The duration of problem-based learning experiences tend to be shorter, lasting days or weeks. It is essential with integrated STEM learning that the pedagogy that drives the learning has an integrated focus and students engage with an important topic, problem, or issue that is either teacher or student generated (NRC, 2011). Problem- and project-based learning pedagogy provide the best-in-class model, which currently exists for implementing integrated STEM education at all levels K-12.

The Continuum of STEM Integration The Framework for K-12 Science Education (NRC, 2012a) aligns with the recommendations for an integrated approach from the Engineering in K-12 Education (NRC, 2009) and Standards for K-12 Engineering Education? (NRC, 2010b). The Framework authors emphasize that students should become familiar with engineering practices through increasingly sophisticated experiences with them

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across the grades. The Framework authors are clear that “not every such practice will occur in every context” (NRC, 2012a, p.247), but rather that: the curriculum should provide repeated opportunities across various contexts for students to develop their facility with these practices and use them as a support for developing deep understanding of the concepts in question and of the nature of science and of engineering. (NRC, 2012a, p. 247) Thus, it is necessary for articulation of STEM to occur across K-12 to ensure that all students have these developing experiences with the practices of engineering. While individual teachers and grade-level teams will have important decisions to make about STEM integration within a single grade, it is important that the progression of learning related to STEM integration is delineated across all grade levels. It is useful to consider the experiences of school systems within states that have already adopted engineering into their K-12 science standards. For example, Minnesota adopted engineering standards as part of their new state science standards in 2009. Professional development has been provided for K-12 teachers across the state to enhance the implementation of integrated STEM teaching (Guzey, Tank, Wang, Roehrig, & Moore, 2014; Roehrig, Moore, Wang, & Park, 2012). Associated research into STEM integration within K-12 school systems reveals some important considerations for school systems, schools, and teachers. Elementary schools already had an articulated scope and sequence for science standards across grades K-5. Engineering was blended into this existing scope and sequence by identifying content that naturally integrated STEM concepts or where existing engineering curriculum and/or kits existed like Engineering is Elementary, which could be integrated with existing science units. Elementary programs also provide a space for integration with non-STEM disciplines; indeed research has shown that the addition of literacy approaches can improve learning in STEM (Tank, 2014). Middle schools have taken two approaches: (1) required engineering content courses and (2) integration of engineering into existing science courses. If an engineering course is to be used to address engineering practices it is important that it is not an elective offering, as engineering practices are required for all students. It is also important that “every science unit or engineering design project must have as one of its goals the development of student understanding of at least one disciplinary core idea” (NRC, 2012a, p. 201). Our experiences with middle schools that have adopted engineering curriculum as a STEM course, such as the Project Lead the Way (PLTW) Gateway to Technology, is that there is limited integration of science and mathematics concepts in the engineering design challenges (Roehrig et al., 2012; Stohlmann, Moore, & Roehrig, 2012). Integration of engineering into existing science courses can be done successfully; our experience is that professional development and team planning for engineering

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integration improves quality and ensures that all students have experiences with STEM integration (Roehrig et al., 2012). While physical science offers more natural spaces for STEM integration, it is important that students experience integrated STEM across all science disciplines. Many high schools have relegated engineering to ninth grade physical science teachers as this is seen as a more natural fit for engineering design challenges and a course normally required for all students. We note here that biology provides important opportunities to discuss other aspects of K-12 engineering standards, for example ethics of cloning and genetic engineering. It is not necessary at the course or lesson level to include all aspects of engineering; as long as care is taken that all aspects of a quality engineering education (Moore et al., 2014a) are included somewhere within the scope and sequence of K-12.

Overview of Integrated STEM in this Book Each grade band map within the STEM Road Map suggests the content area standards that serve as anchor content for an integrated STEM instructional module. Each grade level in the STEM Road Map includes five key topics (modules) for exploration. The STEM Road Map for a given grade level includes at least one module that is led by science, mathematics, English/language arts, and social studies—promoting the integration of STEM across the curriculum. In addition, the 21st Century Skills emphasized in the module are aligned with the content standards. For example, in the sixth grade Transportation–Motorsports module, student teams are challenged to design a prototype vehicle with a new safety aspect that will ensure drivers are protected from potential accidents. This module is driven by science with very important connections to mathematics, as students will test their prototypes and conduct various formula calculations to determine efficacy. The science content in this module focuses on motion, force, energy, speed, and Newton’s laws. Students will utilize mathematics practices as they make sense of the problems, reason abstractly and quantitatively, and model with mathematics. Engineering design and engineering thinking are integral to the topics and modules included in the STEM Road Map. In this module, students utilize engineering design to develop, test, and modify their vehicle prototypes. Embedded throughout the module is 21st Century Skills development, as students enhance their understandings of economic and financial literacy through their application of learning and innovation skills in this module.

References Barell, J. (2006). Problem-based learning: An inquiry approach. Thousand Oaks, CA: Corwin Press. Berlin, D.F., & White, A.L. (1995). Connecting school science and mathematics. In P.A. House & A.F. Coxford (Eds.), Connecting mathematics across the curriculum (pp. 22–33). Reston, VA: National Council of Teachers of Mathematics.

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Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting learning, Educational Psychologist, 26(3), 369–398. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classroom, Journal of Engineering Education, 97(3), 369–387. Bryan, L.A. (2003). The nestedness of beliefs: Examining a prospective elementary teacher’s beliefs about science teaching and learning, Journal of Research in Science Teaching, 40, 835–868. Bryan, L.A., & Atwater, M.M. (2002). Teacher beliefs and cultural models: A challenge for teacher preparation programs, Science Education, 86, 821–839. Bybee, R.W. (2010). The teaching of science: 21st century perspectives. Arlington, VA: NSTA Press. Bybee, R.W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press. Carlson, L., & Sullivan, J. (2004). Exploiting design to inspire interest in engineering across the K-16 engineering curriculum, International Journal of Engineering Education, 20(3), 372–380. Childress, V., & Sanders, M. (2007). Core engineering concepts foundational for the study of technology in grades 6-12. Retrieved from http://conferences.illinoisstate.edu Devlin, K. (2012). Introduction to mathematical thinking. Palo Alto, CA: Author. Dym, C., Agogino, A., Eris, O., Frey, D., & Leifer, L. (2005). Engineering design thinking, teaching, and learning, Journal of Engineering Education, 94(1), 103–120. Fradd, S.H., & Lee, O. (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds, Educational Researcher, 28(6), 14–20, 42. Frykholm, J., & Glasson G. (2005). Connecting science and mathematics instruction: Pedagogical context knowledge for teachers, School Science and Mathematics, 105, 127–141. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teacher College Press. Geddis, A.N. (1993). Transforming subject-matter knowledge: The role of pedagogical content knowledge in learning to reflect on teaching, International Journal of Science Education, 15, 673–683. Gilfeather, M., & del Regato, J. (1999). Mathematics defined. Mathematics experience-based approach. Indianapolis, IN: Pentathlon Institute. Retrieved from www.mathpentath. org/pdf/meba/mathdefined.pdf Guzey, S.S., Tank, K.M., Wang, H.-H., Roehrig, G.H., & Moore, T.J. (2014). A highquality professional development for teachers of grades 3-6 for implementing engineering into classrooms, School Science and Mathematics, 114(3), 139–149. Hand, B., Norton-Meier, L., Staker, J., & Bintz, J. (2009). Negotiating science: The critical role of argument in student inquiry. Portsmouth, NH: Heinemann. International Technology Education Association (ITEA) (2007). Standards for technological literacy: Content for the study of technology (3rd ed.). Reston, VA: ITEA. Johnson, C. (2003). Bioterrorism is real-world science: Inquiry-based simulation mirrors real life, Science Scope, 27(3), 19–23. Johnson, C. (2004). NASA rocks: Problem based learning in Earth science, Science Scope, 28(1), 47–49. Krauss, J., & Boss, S. (2013). Thinking through project-based learning: Guiding deeper inquiry. Thousand Oaks, CA: Corwin Press. Lambros, A. (2004). Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Thousand Oaks, CA: Corwin Press.

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Lee, O. (1999). Science knowledge, worldviews, and information sources in social and cultural contexts, American Educational Research Journal, 36, 187–219. Lemke, J.L. (2001). Articulating communities: Sociocultural perspectives on science education, Journal of Research in Science Teaching, 38, 296–316. Levy, F., & Murnane, R.J. (2004). Education and the changing job market, Educational Leadership, 62(8), 80–83. Llewellyn, D. (2014). Inquire within: Implementing inquiry- and argument-based science standards in grades 3–8 (3rd ed.). Thousand Oaks, CA: Corwin. Moore, T.J., Glancy, A.W., Tank, K.M., Kersten, J.A., Smith, K.A., & Stohlmann, M.S. (2014a). A framework for quality K-12 engineering education: Research and development, Journal of Precollege Engineering Education Research, 4(1), 1–13. Moore, T.J., Guzey, S.S., & Brown, A. (2014). Greenhouse design to increase habitable land: An engineering unit. Science Scope, 37(7), 51–57. Moore, T.J., Stohlmann, M.S., Wang, H.-H., Tank, K.M., Glancy, A.W., & Roehrig, G.H. (2014b). Implementation and integration of engineering in K-12 STEM education. In Ş. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in precollege settings: Research into practice (pp. 35–60). West Lafayette, IN: Purdue Press. National Academy of Engineering (NAE) and National Research Council (NRC) (2014). STEM integration in K-12 education: status, prospects, and an agenda for research. Washington, DC: National Academies Press. National Governors Association Center for Best Practices and Council of Chief State School Officers (NGA and CCSSO) (2010a). Common core state standards-English language arts. Washington, DC: Author. National Governors Association Center for Best Practices and Council of Chief State School Officers (NGA and CCSSO) (2010b). Common core state standards-Mathematics. Washington, DC: Author. National Research Council (NRC) (2001). Inquiry and the National Science Education Standards. Washington, DC: National Academies Press. National Research Council (NRC) (2009). Engineering in K-12 education: understanding the status and improving the prospects. Washington, DC: National Academies Press. National Research Council (NRC) (2010a). Exploring the intersection of science education and 21st Century skills: A workshop summary. Margaret Hilton, Rapporteur. Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press. National Research Council (NRC) (2010b). Standards for K-12 engineering education? Washington, DC: National Academies Press. National Research Council (NRC) (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press. National Research Council (NRC) (2012a). A framework for K12 science education: Practices, cross cutting concepts, and core ideas. Washington, DC: National Academies Press. National Research Council (NRC) (2012b). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: National Academies Press. NGSS Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Osborne, R.J., & Wittrock, M.C. (1983). Learning science: A generative process, Science Education, 67(4), 498–508. Partnership for 21st Century Skills (2009). Framework for 21st century learning. Retrieved from www.p21.org/about-us/p21-framework

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Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change, Science Education, 66, 211–227. Roehrig, G.H., Moore, T.J., Wang, H-H., & Park, M.S. (2012). Is adding the E enough? Investigating the impact of K-12 engineering standards on the implementation of STEM integration, School Science and Mathematics, 119, 31–44. Sampson, V., Enderle, P., & Grooms, J. (2013). Argumentation in science education, The Science Teacher, 80(5), 30–33. Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher. Retrieved from http://esdstem.pbworks.com/f/TTT+STEM+Article_1.pdf Sanders, M., & Wells, J. (2010). Integrative STEM education. Retrieved from www.soe. vt.edu/istemed/index.html Selingo, J. (2007). Powering up the pipeline. ASEE Prism, 16(8), 24–29. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform, Harvard Education Review, 57, 1–22. Smith, K.A., Sheppard, S.D., Johnson, D.W., & Johnson, R.T. (2005). Pedagogies of engagement: Classroom-based practices, Journal of Engineering Education, 94(1), 87–101. Stohlmann, M., Moore, T.M., & Roehrig, G.H. (2012). Considerations for teaching integrated STEM education, Journal of Pre-College Engineering Education Research, 2(1), 28–34. Tank, K.M. (2014). Examining the effects of integrated science, engineering, and nonfiction literature on student learning in elementary classrooms (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (Publication No: AAT 3630271). Toulmin, S.E. (2008). The uses of argument (updated ed.). Cambridge: Cambridge University Press. Van Driel J.H., Verloop N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge, Journal of Research in Science Teaching, 35, 673–695. von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching, Synthese, 80, 121–140. Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum.

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PART II

STEM Curriculum Maps

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4 THE STEM ROAD MAP FOR GRADES K-2 Catherine Koehler, Mark A. Bloom, and Andrea R. Milner

Overview of the K-2 STEM Road Map This chapter will provide a detailed overview of the integrated STEM Road Map for Kindergarten through second grade. Using the overarching themes described in Chapter 1: Cause and Effect, Innovation and Progress, The Represented World, Sustainable Systems, and Optimizing the Human Experience, the K-2 Road Map will describe innovative and integrated approaches for the teaching and learning of these themes from a problem-/project-based learning (PBL) perspective. Each theme will be described by presenting a topic in science and a problem or challenge associated with these topics. The problem/challenge will provide the teacher with the opportunity to be creative in the instruction of the topic. In the K-2 grade band for the Next Generation Science Standards (NGSS), there are limited standards for science content as much of the focus during these grades is in English/language arts (ELA) and mathematics. As such, some of the themes have been combined to maximize the content standards as written by NGSS. In a table provided after each theme description, we have included suggested Common Core State Standards (CCSS) standards in mathematics and ELA that could align with each theme. These suggested CCSS standards were chosen because they represent the ELA and mathematics ideas that most represent the intersection between the NGSS and CC. Additional ELA and mathematics standards can be added to each scenario as appropriate. It is important to note that this STEM Road Map stresses the integration between the disciplines of science, mathematics, and ELA as well as social studies, art, and music. Additionally, the National Association for the Education of Young Children (NAEYC) (2012) supports curriculum goals that focus on children’s

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emergent knowledge and skills in all subject areas including language and literacy, mathematics, science, social studies, health, physical education, and the visual and performing arts. As most teachers in the K-2 grade band have self-contained classrooms, each challenge presented here can easily integrate all of these disciplines. The inclusion of 21st Century Skills is an important hallmark of the STEM Road Map. It is important that all K-12 teachers address these very important skills, no matter how young the students are. PBL promotes responsibility, independence, discipline, as well as social learning as students practice and become proficient in the 21st Century Skills (Bell, 2010). It is never too early to introduce students to the careers in STEM fields. Each of the theme descriptions in this chapter suggests careers that align with that theme. This is an opportunity for teachers to introduce the named careers to students through a variety of sources such as a YouTube video or a short story read-aloud. Interactive videoconferencing, observing professionals at work in museums, science centers, or university are also all effective ways primary students can develop STEM career awareness (Cole, 2011). Clever Crazes for Kids is a highly interactive online resource that has a STEM career focus in a variety of educational games that will begin to build their knowledge and exposure to STEM (www.clevercrazes.com).

STEM Themes in the K-2 STEM Road Map In Table 4.1, there is an overview of the K-2 STEM Road Map and the topics that will be covered in each grade. The topics should take up to five weeks to complete as they are designed to integrate all disciplines that a K-2 teacher will cover. The integration of these disciplines is the forefront of this STEM Road Map. For each topic, there will be a challenge or problem that will guide the capstone of the module. We will not prescribe how a teacher should instruct their students as that would take away from the creativity of the teacher. Instead, we provide teachers with the core ideas that should be covered within each TABLE 4.1 Overview of K-2 STEM Road Map Themes and Topics by Grade, K-2

STEM Road Map Theme

Kindergarten Topics

Grade 1 Topics

Grade 2 Topics

Cause and Effect

Motion

Waves

Our Changing Environment Material Assembly Change Over Time Our Schoolyard Garden —

Innovation and Progress — The Represented World Patterns Sustainable Systems Habitats

Communication Patterns and Plants Habitat

Optimizing the Human Experience

Survival on Earth—Water

Our Changing Environment

The STEM Road Map for Grades K-2 43

STEM Road Map theme and NGSS, CCSS in ELA and mathematics, NAEYC standards, and positions in science and technology for kindergartners and primary grade children, and the 21st Century Skills that would best integrate into that theme. Also, the use of technology is a critical component of the STEM Road Map. Effective uses of technology are active, hands-on, engaging, and empowering; give the child control; provide adaptive scaffolds to ease the accomplishment of tasks; and are used as one of many options to support children’s learning (NAEYC, 2012, p. 6). It is imperative that teachers consistently scaffold the students with their learning, as the challenges/problems may seem developmentally challenging for younger students. Over time, the students will become more intellectually independent; they will be able to explore the challenges/problems collaboratively. It is the best practice of expert teachers that students in grades K-2 keep a STEM journal—a collection of knowledge they have discussed in class over the entire year and should include several prescribed sections where students write down information that they learned in each activity. Sections in the STEM notebook might include, but are not limited to: (a) a list of science vocabulary; (b) KWL forms, which include, K-What do I know?, W-What do I want to learn?, L-What did I learn?; (c) tables for each exploration; (d) science drawings or illustrations with associated explanations of the students’ thinking; (e) conclusions for each scenario—what did I learn?; and (f) connections to STEM careers. Science is a natural part of a child’s daily experiences and they are anxious to explore it, discover answers, and build new understandings (Eliason & Jenkins, 2012). Therefore, by managing their own STEM notebooks, students can begin to work like a scientist and/or engineer, and they will begin to understand that these disciplines require careful measurement, calculation, and documentation. This notebook can be used to connect science content to math and language arts as well as art, geography, and music. Students can use their journals to illustrate their ideas about the topics being discussed and can reflect on these drawings as they learn the material. Teachers can also use this notebook as an authentic assessment tool.

The STEM Road Map for Kindergarten Teachers who begin their instruction using the STEM Road Map concept in kindergarten have the responsibility to guide young minds on a new and exciting path of integrated learning. In Table 4.2, we have outlined the overview of the topics and challenges/problems that kindergarten students could tackle. Each of these topics can be taught over the course of five weeks as they are integrating topics such as ELA, mathematics, science, engineering, art, music, and geography. Understanding that students in kindergarten are beginning the formal learning process, the problems/challenges will be developmentally appropriate for their age (see Table 4.2).

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TABLE 4.2 Kindergarten STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

The ‘Roll’ of Physics in Motion

Student teams will investigate different types of track designs to determine which design will help a marble go the fastest without having it jump off the track. Student teams will investigate how the patterns of the sky and the animals on Earth adapt to changes over one year and create a yearlong calendar to demonstrate what they have observed throughout the year. Student teams will select various habitats in the local area and various habitats in other areas in the U.S. and develop a reference manual to describe these habitats’ similarities and differences in relation to weather, climate, and the animals that reside there. Student teams will develop and print a school newspaper or blog to be distributed to other kindergarten classes in the school district and beyond to report changes in the environment around the school and community.

LEAD Science The Represented World

Patterns on Earth and in the Sky LEAD Mathematics

Sustainable Systems

Habitats in the U.S.

Optimizing the Human Experience

Our Changing Environment

LEAD Social Studies

LEAD English/Language Arts

Cause and Effect (Kindergarten): The ‘Roll’ of Physics in Motion Most amusement parks and fairs today have roller coasters that cater to the very young child (e.g., Cedar Point’s Woodstock Express; Six Flags’s Magic Flyer). In fact, there are curriculum units and special event days at amusement parks that focus on the ‘Physics of Roller Coasters’ aimed at kindergarteners (Hein & Sivell, 2014). Many of the children who ride such roller coasters may be left wondering how they work. This module theme introduces students to the basics of physics as it relates to motion. In this challenge, the students are presented with designing a track so that a marble can roll without jumping off the track. This is not limited to only one track, but the students can design multiple tracks to test their designs. First, they will need to research how a roller coaster works (ELA), and will have to understand about motion (science), speed (science), and the pushing and pulling effects of gravity (science). Their mathematics skills will play a major role in this challenge as they will be measuring and comparing numbers. The teacher will help develop

The STEM Road Map for Grades K-2 45

classroom charts to collect their data. A discussion could focus on identifying the best place to situate a roller coaster from an environmental perspective and what safety precautions might be at play with their roller coaster models (see Table 4.3).

The Represented World (Kindergarten): Patterns on Earth and in the Sky In this module, students will begin to identify weather and sky patterns as they emerge during the year and the adaptability of animals, including humans, on Earth to those changing patterns. The problem/challenge is: A petting zoo needs your team to create a yearlong calendar to demonstrate what you have observed throughout

TABLE 4.3 STEM Road Map Grades K-2—Kindergarten Cause and Effect Theme: Motion

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

K-PS2-1

CCSS Math Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP4, MP6 RI.K.1 RI.K.3

KPS2-2

CCSS.Math.Content. K.MD.B.3

21st Century Themes: Economic, Business, and Entrepreneurial Literacy Health Literacy Environmental Literacy Writing Standards Learning and Innovation Skills: Creativity and Innovation CCSS.ELA. Critical Thinking and W.K.2 Problem Solving W.K.5 Communication and W.K.7 Collaboration Information, Media, and Speaking and Technology Skills: Listening Standards Information Literacy CCSS.ELA. Media Literacy SL.K.1 Information Communication SL.K.3 and Technology Literacy SL.K.5 Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. K.CC.C.6 CCSS.Math.Content. K.CC.C.7

CCSS.Math.Content. K.CC.B.4 CCSS.Math.Content. K.CC.B.4a CCSS.Math.Content. K.CC.B.4b CCSS.Math.Content. K.CC.B.4c CCSS.Math.Content. K.MD.A.1 CCSS.Math.Content. K.MD.A.2

21st Century Skills

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the year. Teams will create a presentation for the petting zoo to explain to their customers the changes that animals experience over a year as a result of changing weather. Much of the observations the students will make can be recorded in their STEM notebooks and used as talking points. The lead discipline for this module is mathematics because so many of the observations will take the form of quantitative relationships backed by qualitative observations, aligning the different patterns of the sky and animals. Data can be collected using illustrations of the cycles of the Sun, the Moon, the seasons, and how animals adapt to these changing conditions. Weather observations can also be collected and analyzed based on the seasons. This module can span the entire school year so that the students can understand how patterns of the sky and the Earth change (see Table 4.4).

TABLE 4.4 STEM Road Map Grades K-2—Kindergarten The Represented World Theme: Patterns on Earth and in the Sky NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

K-ESS2-1

CCSS Math Practices MP1, MP2, MP3, MP4, MP6, MP7

K-ESS3-1

CCSS.Math.Content. K.CC.B.4

K-PS3-1

CCSS.Math.Content. K.CC.C.6 CCSS.Math.Content. K.CC.C.7

Reading Standards CCSS.ELA. RI.K.1 RI.K.3 Writing Standards CCSS.ELA. W.K.2 W.K.5 W.K.7 Speaking and Listening Standards CCSS.ELA. SL.K.1 SL.K.3 SL.K.5

K-LS1-1

CCSS.Math.Content. K.MD.B.3

21st Century Themes: Global Awareness Environmental Literacy Civic Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. K.CC.A.1 CCSS.Math.Content. K.CC.A.2 CCSS.Math.Content. K.CC.A.3 CCSS.Math.Content. K.CC.B.5

The STEM Road Map for Grades K-2 47

Sustainable Systems (Kindergarten): Habitats in the U.S. Habitats are ideal to observe sustainable systems at work. With the invention of the webcam, students around the world can view habitats in distant lands such as the Serengeti in Africa or the Tundra in the Arctic. From their own classrooms, students can see how the lions of the Serengeti feed and drink around a watering hole, they can see emperor penguins of Antarctica birthing their babies, and can see how urban peregrine falcons nest and take care of their young on city rooftops. Comparing and contrasting habitats teaches students the wonders of life in places near and far. In this module, students are challenged to choose various habitats in the local area and various habitats in other areas in the U.S. and develop a reference manual to describe their similarities and differences in relation to weather, climate, and the animals that reside there. In kindergarten, we introduce students to the notion of habitats, concentrating on local habitats, and compare these local habitats with those in the U.S. The lead discipline in this module is geography and students will begin to see beyond their own neighborhood, city, and state to learn about the geography and habitats found in other regions of the U.S. Technology plays a huge role in this unit as it can bring different habitats to the students (via webcams) so they can make observations from afar. Later in first grade, this topic will be expanded to habitats in other countries around the world. The NAEYC (2012) and the Fred Rogers Center recommend that early childhood educators select, use, integrate, and evaluate technology and interactive media tools in intentional and developmentally appropriate ways, giving careful attention to the appropriateness and the quality of the content, the child’s experience, and the opportunities for co-engagement (p. 11). At the end of this module, students will develop a reference manual that describes and compares different habitats around the U.S. (see Table 4.5).

Optimizing the Human Experience (Kindergarten): Our Changing School Environment It is never too early to introduce the notion of the changing environment to students. In this module, students are challenged to develop a means to communicate changes in the environment that they see around their school and their community. Students may develop a school newspaper or blog to be distributed in the school district and beyond to report the changes in the environment observed around the school and community. In this module, students will become aware of the changes in their environment and record those changes for wider distribution to other kindergarten classes as well as beyond. The lead discipline is ELA, and this project will allow students to have literary freedom to express their findings of environmental issues as they pertain to the topic of

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TABLE 4.5 STEM Road Map Grades K-2—Kindergarten Sustainable Systems Theme:

Habitats NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

K-LS1-1

CCSS Math Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8 CCSS.Math.Content. K.CC.B.4 CCSS.Math.Content. K.CC.B.4a CCSS.Math.Content. K.CC.B.4b CCSS.Math.Content. K.CC.B.4c

Reading Standards CCSS.ELA. RI.K.1 RI.K.3 Writing Standards CCSS.ELA. W.K.2 W.K.5 W.K.7

21st Century Themes: Global Awareness Environmental Literacy

CCSS.Math.Content. K.CC.C.6 CCSS.Math.Content. K.CC.C.7

Speaking and Listening Standards CCSS.ELA. SL.K.1 SL.K.3 SL.K.5

Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

K-ESS3-1

K-PS3-1

CCSS.Math.Content. K.MD.A.1 CCSS.Math.Content. K.MD.A.2

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

CCSS.Math.Content. K.MD.B.3 CCSS.Math.Content. K.CC.A.1 CCSS.Math.Content. K.CC.A.2 CCSS.Math.Content. K.CC.A.3 CCSS.Math.Content. K.CC.B.5

localized effects of climate change, erratic weather conditions, and the effects of climate and weather on local animal habitats. Students can produce an online newspaper or blog to distribute the information to a wide audience. They can adopt another kindergarten class and share their information with this class (see Table 4.6).

The STEM Road Map for Grades K-2 49 TABLE 4.6 STEM Road Map Grades K-2—Kindergarten Optimizing the Human Experience Theme: Our Changing School Environment

Common Core NGSS Performance Mathematics Objectives K-ESS2-1

K-ESS3-1

K-PS3-1

K-LS1-1

Common Core Language Arts

21st Century Skills

CCSS Math Practices Reading Standards 21st Century Themes: Economic, Business, and MP1, MP2, MP3, CCSS.ELA. Entrepreneurial Literacy MP4, MP6 RI.K.1 Environmental Literacy RI.K.3 Civic Literacy CCSS.Math.Content. Writing Standards Learning and Innovation Skills: Creativity and Innovation K.CC.B.4 CCSS.ELA. Critical Thinking and W.K.2 Problem Solving W.K.5 Communication and W.K.7 Collaboration Information, Media, and CCSS.Math.Content. Speaking and Technology Skills: Listening Standards K.CC.C.6 Information Literacy CCSS.Math.Content. CCSS.ELA. Media Literacy SL.K.1 K.CC.C.7 Information Communication SL.K.3 and Technology Literacy SL.K.5 Life and Career Skills: CCSS.Math.Content. Flexibility and Adaptability K.MD.A.1 Initiative and Self-Direction CCSS.Math.Content. Social and Cross-Cultural Skills K.MD.A.2 Productivity and Accountability Leadership and Responsibility CCSS.Math.Content. K.MD.B.3 CCSS.Math.Content. K.CC.A.1 CCSS.Math.Content. K.CC.A.2 CCSS.Math.Content. K.CC.A.3 CCSS.Math.Content. K.CC.B.5

STEM Careers in Kindergarten It is important to introduce students to different careers through the general description of the career. In this section, we will introduce you to a broad definition of different careers. Later in this chapter, we will discuss different careers more specifically.

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An engineer is a person who solves problems that help society and/or the community. They can be a man or a woman. Many times, they work with other people who are also engineers in solving the problem. Engineers always try to design products to help make life easier. The engineer, after being presented with a problem, uses a design process that helps them tackle the problem. Engineers always work with constraints (parameters around the problem), whether it is financial (how much does the design cost?), ethical (how will this design harm the environment, animals, or humans?), or time (how much time do we have to complete this task?) (Koehler, Faraclas, Giblin, Moss, & Kazerounian, 2013). There are many different types of engineers that focus on different types of designs and products and a few are listed here: mechanical (manufacturing, robotics), biomedical (works with medical designs), civil and environmental (work to help transportation, construction, water resource management, waste treatment facilities), chemical (nanotechnology, uses chemistry and physics), electrical (electricity, electronics, electromagnetic, communication), computer (software and hardware design), structural (building, bridges, dams), aerospace (airplanes, space shuttles, ‘rocket’ science). A scientist is a person (either female or male) who studies phenomena on Earth and/or in space in an attempt to explain the natural world. A scientist uses a methodology to study these phenomena oftentimes referred to as a scientific method. Science begins with an observation follow by a question. Scientists explore these questions by collecting empirical data, analyzing the data, and drawing conclusions based on evidence that they have collected. They can use an experimental procedure to explore their research questions as most people perceive how science is conducted, or they can use their observations to explore the questions as the way astronomers and some field biologists do. Scientists use their creativity in all aspects of the scientific endeavor from making the observation to drawing conclusions based on evidence. A scientist is not restricted to a laboratory in which to work, but instead can work out in the field, e.g. outdoors or in space, or on computers (Koehler, Binns, & Bloom, 2013). Fields of science include: life sciences (biology, medicine, environmental science), physical science (chemistry, physics, geology, astronomy, meteorology). A mathematician is a person (female or male) who studies phenomena related to numbers, models, and structures related to numbers and patterns (American Mathematical Society, 2014). The disciplines of engineering and science often use mathematics to explain the data collected and used. The person who studies mathematics can pursue careers in statistics (study of the collection, analysis, interpretation, presentation, and organization of data (Dodge, 2006)), actuaries (study of financial risk), and work with scientists in the fields of climate change and astronomy. A journalist writes about a variety of topics for publication. They have an excellent command of the English language and are able to discuss issues that are related to current events. They often work in the field exploring stories that are newsworthy. They can sometimes live in foreign countries reporting on the events that are happening there.

The STEM Road Map for Grades K-2 51

A meteorologist is a person who studies the weather and different atmospheric changes that occur short-term. They have a strong background in science, geography, and mathematics. Many times they are on television broadcasting the weather. Many work with maps and study how precipitation and pressure changes affect geographic areas. An astronomer is a person who studies the stars, planets, the Sun, solar system, and the universe. Much of their study is done using computers and telescopes. They try to answer questions about the origins of the universe or whether there is life on distant planets. An astronomer needs a strong background in physics, computers, mathematics, and mapping. An ecologist is a person who studies biomes, habitats, ecosystems, organisms, and their relationship to the environment. They have a strong background in biology, the environment, and the climate. They often work with policy makers on environmental issues. A geographer is a person who studies the land and why people settle in the area that they do. They have a strong background in mapping, geology, anthropology (study of where people live in the past and the present), and meteorology.

The STEM Road Map for First Grade In first grade, students will explore themes that connect to the ideas learned in kindergarten. Each of the STEM themes has topics associated with it and a problem/challenge for the students to address. Although the STEM themes are the same, the topics vary depending on the NGSS standards that align with that theme. Each topic will be described in detail and a map of the content standards for NGSS, CCSS for English/language arts (ELA), CCSS for mathematics, NAEYC standards, and positions in science and technology for kindergartners and primary grade children, and 21st Century Skills will accompany each description. As previously stated, each module is to be approached in an interdisciplinary way, which allows the teacher to use the lead discipline as a framework for the module while integrating other disciplines as appropriate. We provide the CCSS for ELA and mathematics as well as 21st Century Skills as important ingredients for the development and implementation of the module (see Table 4.7).

Cause and Effect (First Grade): Influence of Waves In this unit, students will begin to explore the notion of waves. As we know, waves can present themselves in different forms, including light and sound waves. Light waves come to the Earth in the form of visible light from the Sun while mechanical waves are waves that can produce sound. The understanding of waves is fundamental to a more advanced understanding of communication and various other phenomena in science. Both types of waves are all around us

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TABLE 4.7 Overview of the First Grade STEM Road Map Themes, Topics, and Problems/

Challenges STEM Theme

Topic

Problem/Challenge

Cause and Effect

Influence of Waves

Student teams will develop a model to demonstrate how humans experience and interact with light and sound waves. Student teams will design and create instruments to play in an organized class orchestra.

LEAD Science Innovation and Progress

The Represented World

Sustainable Systems

The STEM of Sound LEAD Music and English/ Language Arts Patterns and The Changing World LEAD Mathematics Habitats—Local and Far Away LEAD Social Studies

Optimizing the Human Experience

Survival on Earth—Water LEAD Social Studies and Science

Student teams will design a window-box garden and follow their products over an extended period of time. Student teams will develop a plan to save their selected endangered species through mitigating weather, climate, and other factors that contribute to their vitality. Student teams will design and create a watering system that can keep a garden moist during dry weather while following conservation guidelines.

at all times, constantly bombarding us, and bouncing off of us although we often do not notice this. Students will begin to understand that there are different forms of waves and that body organs (e.g., eyes, ears, and skin) respond to the waves differently. This module will also explore, at a basic level, the human anatomy of hearing and sight. Students will learn about various sources of sound and light and determine how the sound and light waves reach them (see Table 4.8).

Innovation and Progress (First Grade): The STEM of Sound Sound is an integral part of human life. Many of our ancient ancestors used sound as a way to communicate with each other and entertain themselves during rituals and festivities. In this unit, we explore the notion of sound indepth, in particular using the orchestra as the framework for understanding it. Students will explore why an orchestra sounds so powerful. They will research the history of different instruments of the orchestra (e.g., woodwinds, string

The STEM Road Map for Grades K-2 53 TABLE 4.8 STEM Road Map Grades K-2—First Grade Cause and Effect Theme: Influence

of Waves Common Core NGSS Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

1-PS4-1

CCSS Math Practices Reading Standards MP1, MP2, MP4, CCSS.ELA. MP6 RI.1.1 RI.1.3 RI.1.7

21st Century Themes: Economic, Business, and Entrepreneurial Literacy

1-PS4-2

CCSS.Math.Content. Writing Standards 1.NBT.A.1c CCSS.ELA. W.1.2 W.1.6 W.1.7 W.1.8

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

1-PS4-3

CCSS.Math.Content. Speaking and 1.NBT.B.3 Listening Standards CCSS.ELA. SL.1.1 SL.1.3 SL.1.5

Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy

CCSS.Math.Content. 1.MD.C.4

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 1.OA.A

instruments, brass, and drums). While exploring how the instruments make sound, they will begin to understand the essence of sound waves. The students will learn about musical notes and how they relate to mathematics. At the end of the unit, the challenge/problem is: Design and create your own instrument to play in a class orchestra. Students can choose a percussion instrument that uses a striking motion to create sound, a wind instrument that uses their breath or forced air to create a sound through different lengths of pipe, or a string instrument that uses different lengths of taut string or rubber bands. The class will try to play a simple song on their homemade instruments. They will also learn about the origins of this song and its role of communicating a message in a ritual (see Table 4.9).

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TABLE 4.9 STEM Road Map Grades K-2—First Grade Innovation and Progress Theme:

Communication by Sound Common Core NGSS Performance Mathematics Objectives 1-PS4-4

1-PS4-1

Common Core Language Arts

CCSS Math Practices Reading Standards MP1, MP2, MP4, CCSS.ELA. MP6, MP7 RI.1.1 RI.1.3 RI.1.7 CCSS.Math.Content. Writing Standards 1.NBT.B.3 CCSS.ELA. W.1.2 W.1.6 W.1.7 W.1.8 CCSS.Math.Content. Speaking and Listening Standards 1.MD.A.1 CCSS.Math.Content. CCSS.ELA. SL.1.1 1.MD.A.2 SL.1.3 SL.1.5 CCSS.Math.Content. 1.MD.C.4

21st Century Skills

21st Century Themes: Economic, Business, and Entrepreneurial Literacy Global Awareness Civic Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 1.OA.A.1

The Represented World (First Grade): Patterns and The Changing World Children are curious about how living things grow and change over the course of their lives. In this unit, we explore the concept of changes in the plant world and how changes on Earth (the seasons) and in the sky (daylight hours) affect these plants. In kindergarten, the students will have studied the patterns of the Sun and Moon (daylight and darkness) and how these patterns affect the Earth. In this unit, students will review these concepts again and relate them to how plants grow. The students will study how plants change over time due to the changing seasons and learn that certain plants grow in different regions. They will make observations in a real-world setting about changing plant life and make notes for a design of a window-box garden. The lead discipline for this unit is mathematics, so the

The STEM Road Map for Grades K-2 55

emphasis is on how students make their observations, measure the changes, and thus quantify the results. The challenge/problem for this unit is: Design a windowbox garden, plant several different plants and follow their life cycle over an extended period of time (several months). Students will begin this unit by researching which plants grow in their area and which plants do not grow in their area, then students will explore what types of containers best serve as a foundation for the plants. Students will design a notebook to make observations of the plants and collaboratively decide what observations to make and how to organize these observations. Based on the observations the students make throughout this unit about window-box environments, they analyze how plants develop throughout the year (see Table 4.10). TABLE 4.10 STEM Road Map Grades K-2—First Grade The Represented World Theme:

The Changing World NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

1-ESS1-1

CCSS Math Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

1-ESS1-2

CCSS.Math.Content. 1.NBT.C.4 CCSS.Math.Content. 1.NBT.C.5 CCSS.Math.Content. 1.NBT.C.6 CCSS.Math.Content. 1.NBT.B.3

Reading Standards CCSS.ELA. RI.1.1 RI.1.3 RI.1.7 Writing Standards CCSS.ELA. W.1.2 W.1.6 W.1.7 W.1.8 Speaking and Listening Standards CCSS.ELA. SL.1.1 SL.1.3 SL.1.5

21st Century Themes: Economic, Business, and Entrepreneurial Literacy Global Awareness Environmental Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

1-LS3-1

1-LS-1-2

CCSS.Math.Content. 1.MD.A.1

CCSS.Math.Content. 1.MD.C.4 CCSS.Math.Content. 1.OA.A.1 CCSS.Math.Content. 1.OA.A.2

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Sustainable Systems (First Grade): Habitats—Near and Far In kindergarten, the students explored habitats of animals in their own community as well as across the U.S. Now, they will explore habitats on a global scale. As mentioned in the kindergarten unit, habitats are the ideal location to visualize sustainable systems at work. With the help of webcams, students can experience habitats in distant lands. By comparing and contrasting habitats, students learn about the wonders of life in places near and far. In this challenge/problem, students are asked to: Choose an endangered species in a habitat in another area of the world and develop a plan to save the endangered species by describing the habitat’s characteristics as it relates to weather, climate, and the animals that reside there and how humans may influence this habitat. The lead discipline in this unit is geography, and students will begin to see beyond their own town and state to other parts of the world. Technology plays a huge role in this unit as it can bring different habitats to the students so they can make observations from afar. Students will begin this unit by researching the habitat of an endangered species and developing an organizational tool to describe the characteristics of the habitat. Students will also look at campaigns to save endangered species such as those done with the World Wildlife Foundation. At the end of this unit, students will present their plan to save the endangered animal by describing the habitat characteristics, what is happening to endanger the species, and how they might be able to help (see Table 4.11).

TABLE 4.11 STEM Road Map Grades K-2—First Grade Sustainable Systems Theme: Near

and Far NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

1-LS1-1

CCSS Math Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP4, MP6, MP7 RI.1.1 RI.1.3 RI.1.7

1-LS-1-2

CCSS.Math.Content. Writing Standards 1.NBT.C.5 CCSS.ELA. W.1.2 W.1.6 W.1.7 W.1.8

21st Century Skills

21st Century Themes: Economic, Business, and Entrepreneurial Literacy Global Awareness Environmental Literacy Health Literacy Civic Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration (Continued)

The STEM Road Map for Grades K-2 57 TABLE 4.11 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

CCSS.Math.Content. Speaking and 1.NBT.C.6 Listening Standards CCSS.ELA. SL.1.1 SL.1.3 SL.1.5 CCSS.Math.Content. 1.NBT.B.3

21st Century Skills

Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 1.MD.C.4 CCSS.Math.Content. 1.OA.A.1

Optimizing the Human Experience (First Grade): Survival on Earth—Water Water is a scarcity in many parts of the U.S. and around the world. Students need to recognize that water is essential for living and that without it, animals and plants cannot survive. As such, the introduction of this unit deals with water and its role in life on Earth. The lead disciplines for this unit are geography and science. It is important for the teacher to connect the area of the U.S. in which students live with its sources of water (geography and weather). Students should recognize that water is a unique feature on Earth, and it is the substance that separates Earth from the other planets, especially in that it is the only one (that we know of) that supports a wealth of animal and plant life (science). The challenge/problem for this unit is: Design and create a watering system that can keep a garden moist during dry weather while following conservation guidelines. Redesign this system for a region that has different water sources. This particular challenge gives students opportunities to test their design and modify it in order to make it usable for different climate conditions (see Table 4.12).

STEM Careers in First Grade An optometrist is a person who tests a person’s vision. They test the eyes for any disease or changes in how people see. They will test the eyes using sophisticated

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TABLE 4.12 STEM Road Map Grades K-2—First Grade Optimizing the Human Experience

Theme: Survival on Earth—Water NGSS Common Core Performance Mathematics Objectives 1-LS1-1

Common Core Language Arts

Reading Standards CCSS.ELA. RI.1.1 RI.1.3 RI.1.7 CCSS.Math.Content. Writing Standards 1.NBT.B.3 CCSS.ELA. W.1.2 W.1.6 W.1.7 W.1.8 CCSS.Math.Content. Speaking and Listening Standards 1.MD.A.1 CCSS.Math.Content. CCSS.ELA. SL.1.1 1.MD.A.2 SL.1.5 CCSS Math Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

CCSS.Math.Content. 1.MD.C.4

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 1.OA.A.1

equipment and determine if you need glasses or not. They can sometimes make the glasses for you in their office. They have a strong background in human anatomy and physiology, physics-optics, and business. An audio engineer is an engineer who specializes in sound. They can design different speakers to project sound from a radio or stereo. They can design ear buds to listen to your iDevices. They have a strong background in physics-waves, mathematics, computers, the human brain, and hearing. A hearing specialist is a person who studies human hearing. They study how people hear and try to determine if a person has a hearing deficiency. They can prescribe hearing aids to help people with damaged hearing. They have a background in human anatomy and physiology, the human brain and hearing, computers, and mathematics.

The STEM Road Map for Grades K-2 59

A horticulturalist is a person who works with the land and how it produces fruits, vegetables, mushrooms, and other plants. They can design gardens and work on farms growing food for consumption. They can also work as gardeners, landscape designers, and farmers. They need a strong background in soil science, plant pathology, geology, chemistry, and architecture (for designing). An ecologist is a person who studies biomes, habitats, ecosystems, organisms and their relationship to the environment. They have a strong background in biology, the environment, and the climate. They often work with policy makers on environmental issues. A geographer is a person who studies the land and why people settle in the area that they do. They have a strong background in mapping, geology, anthropology (study of where people live in the past and the present), and meteorology. A climatologist is a person who studies climate in a region or worldwide. These individuals study how weather over the long-term affects plants and animals in a specific region. With the onset of Global Climate Change (GCC), it is important for climatologists to understand how GCC is affecting us. They need a strong background in meteorology, geology, chemistry, physics, botany, and mathematics.

The STEM Road Map for Second Grade The STEM Road Map builds on the knowledge discussed from the previous two grades. As students develop intellectually, the problems/challenges become more complex and students should be given more independence in their thinking and problem solving. As discussed earlier, it is extremely important for students to use their science notebooks as a tool to assist in this learning. Students are encouraged to draw pictures and use labels to explain their thinking in their notebooks. Illustrating their observations requires young scientists to make close observations of the world around them. Teachers should begin very early in the year to teach students the difference between cartoon-like drawings/illustrations and scientific illustrations. Through modeling of drawing and labeling (with labels and details), students develop an understanding that their scientific illustrations give information and explain ideas. Students are encouraged to make their illustrations as realistic as possible. The teacher explains that students should think about their scientific illustrations like this: If I weren’t here to explain what is in my picture, could other scientists make sense of it? The overarching emphasis in this section will focus on students’ illustrations of their ideas and the changing conceptions as they learn the material being presented (see Table 4.13).

Cause and Effect (Second Grade): The Changing Environment In kindergarten and first grade, students were introduced to different habitats within the U.S. and the world. During these lessons and as they explore diverse habitats, they are introduced to major Earth features, such as mountain ranges,

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TABLE 4.13 Overview of the Second Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Our Changing Environment Student teams will develop a communication plan to inform their LEAD community in the event of a natural Science and Social Studies disaster such as a flood, tornado, earthquake, or dust storm in the area. Innovation and Material Science and Space Student teams will design a spacesuit Progress using material that will protect a person LEAD from dangerous elements in space. Science and Social Studies Student teams will adopt a plot of land The Represented Change Over Time—Our in the schoolyard and investigate how World Schoolyard it changes over a school year. LEAD Mathematics and English/ Language Arts Sustainable System Interactions: Our Student teams will develop a Systems Schoolyard Garden schoolyard garden and explore the interaction between the Earth, plants, LEAD humans, animals, weather, and seasons. Science and Mathematics

coastal regions, the Great Plains, and river basins. This lesson explores what would happen to various habitats if there were a natural hazard. In this module, students pull together the knowledge they learned from previous units on habitats (local and global), research new factors, and problem solve about how the impact of a natural hazard on the environment, the people, and the animals can be minimized. The problem/challenge is: Investigate your home and different regions of the U.S., develop and communicate a plan to have people prepare for a natural hazard such as a flood, tornado, earthquake, or dust storm to minimize the impact of the damage on the environment. In devising a plan for natural hazards, students can produce an infomercial about how to prepare for one of these disasters. In science, students learn about the conditions for natural hazards; in technology, students utilize technology to gather information and communicate; in engineering, students learn about how shelters are constructed and how water sources are controlled; and in mathematics, students learn about models for calculating how many people are involved and chances of weather occurrences (see Table 4.14).

Innovation and Progress (Second Grade): Material Science and Space Materials and their uses are continually changing as technology develops. It is important for students to understand that materials are always evolving and that

The STEM Road Map for Grades K-2 61 TABLE 4.14 STEM Road Map Grades K-2—Second Grade Cause and Effect Theme: The Changing Environment

Common Core NGSS Performance Mathematics Objectives 1-PS1-4

2-LS2-1

2-LS2-2

2-ESS1-1

Common Core Language Arts

Reading Standards CCSS.ELA. RI.2.1 RI.2.3 RI.2.7 RI.2.8 RI.2.9 CCSS.Math.Content. Writing Standards CCSS.ELA. 2.NBT.A.1 CCSS.Math.Content. W.2.1 W.2.2 2.NBT.A.2 CCSS.Math.Content. W.2.6 W.2.7 2.NBT.A.3 W.2.8 Speaking and Listening Standards CCSS.ELA. SL.2.2 SL.2.1 SL.2.3 SL.2.5 CCSS Math Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Skills

21st Century Themes: Economic, Business, and Entrepreneurial Literacy Global Awareness Environmental Literacy Civic Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

2-ESS2-1

better products are a result of these changes. Take clothing for example; in Europe in ancient times, wool was readily available from sheep and used for most clothing, and Native Northern Americans used deer skin for their clothing because it was easier to access. Once the U.S. became agricultural, cotton was the material of choice for clothing manufacturing for many years. It is lightweight and durable, but with the invention of polyester, cotton was no longer the primary choice. In this unit, students will investigate the history and the changing role that materials play in clothing and protection against the elements. In particular, there are serious discussions about designing a living quarters on the Moon or on Mars. What will astronauts wear to protect them from the elements? The design of the materials

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for their clothing is currently being discussed at NASA. What would these clothes look like? How easily will they be able to move about wearing these clothes? How will they work or eat? These are questions that real scientists are discussing right now and one that is an engaging thought exercise that second-grade students can explore. In addition to the material evolution discussion, the students would need some background knowledge about NASA and its space program. The problem/ challenge for this unit is: Design a spacesuit using material that will protect a person from dangerous elements in space. Students would begin by researching how materials have changed over time based on human need and technology advances. Students can progress from this basic understanding to more extreme environments, such as what scientists studying in Antarctica wear to protect them from those particular conditions. Students can create a graphic novel to keep track of the progression of their ideas. Finally, students should work in collaborative teams to research the conditions on either Mars or the Moon and design a spacesuit to protect humans from the conditions found in that environment (see Table 4.15).

TABLE 4.15 STEM Road Map Grades K-2—Second Grade Innovation and Progress Theme: Material Science and Space

Common Core NGSS Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

1-PS1-3

CCSS Math Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7

21st Century Themes: Economic, Business, and Entrepreneurial Literacy Global Awareness Health Literacy

2-PS1-2

CCSS.Math.Content. 2.NBT.A.1 CCSS.Math.Content. 2.NBT.A.2 CCSS.Math.Content. 2.NBT.A.3

2-PS1-1

CCSS.Math.Content. 2.NBT.A.4

Reading Standards CCSS.ELA. RI.2.1 RI.2.3 RI.2.7 RI.2.8 RI.2.9 Writing Standards CCSS.ELA. W.2.1 W.2.2 W.2.6 W.2.7 W.2.8 Speaking and Listening Standards CCSS.ELA. SL.2.2 SL.2.1 SL.2.3 SL.2.5

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy (Continued)

The STEM Road Map for Grades K-2 63 TABLE 4.15 (Continued)

NGSS Common Core Performance Mathematics Objectives CCSS.Math.Content. 2.MD.A.1 CCSS.Math.Content. 2.MD.A.2 CCSS.Math.Content. 2.MD.A.3 CCSS.Math.Content. 2.MD.A.4

Common Core Language Arts

21st Century Skills

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 2.MD.D.10

The Represented World (Second Grade): Changes Over Time—Our Schoolyard In other units, we have discussed changing environments and habitats in the U.S. and the world. It is important for students to understand that even small areas, such as their schoolyard, undergo changes. If we act locally and think globally, we can make positive changes right here at home. In this unit, students will focus on a small plot of land that they will adopt in their schoolyard. Students will need to present a proposal for this land use such as creating a playground, planting a vegetable or butterfly garden, or creating an athletic field. They will be responsible for planning for optimal land use, responsible water consumption, making observations and recording measurements throughout the school year, and documenting this data in their science notebooks. They should then analyze their data and describe the changes that occurred, no matter how small they may seem. Finally, students will create a story that describes these changes and share the story with the class. The focus for this unit will be on accuracy and measurement; mathematics will be the lead discipline. Students will learn about the tools used for measurement, they will use technology to make observations, and realize that science is conducted not only in the classroom but in the field as well. The problem/challenge for this unit is: Adopt a plot of land in your schoolyard for a project of your design, plan for optimal land use, responsible water consumption, and investigate how it changes over a school year (see Table 4.16).

Sustainable Systems (Second Grade): Our Schoolyard Garden Growing food is a skill that is necessary for our survival on Earth. With the increasing population, it is important for students to understand how food grows and how to care for a garden. In this unit, students will be introduced to different

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TABLE 4.16 STEM Road Map Grades K-2—Second Grade The Represented World

Theme: Changes over Time—Our Schoolyard Common Core NGSS Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

2-PS1-1

CCSS Math Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Themes: Environmental Awareness Civic Literacy

2-ESS1-1

CCSS.Math.Content. 2.MD.D.10

2-ESS2-2

CCSS.Math.Content. 2.NB.T.A.1 CCSS.Math.Content. 2.NB.T.A.2 CCSS.Math.Content. 2.NB.T.A.3

Reading Standards CCSS.ELA. RI.2.1 RI.2.3 RI.2.7 RI.2.8 RI.2.9 Writing Standards CCSS.ELA. W.2.1 W.2.2 W.2.7 W.2.8 Speaking and Listening Standards CCSS.ELA. SL.2.2 SL.2.1 SL.2.3 SL.2.5

2-LS-4-1

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

2-LS2-2

types of gardens (e.g., rooftop, hanging, backyard, etc.) and learn how to care for them. The challenge/problem for this unit is: Investigate and develop a school garden and explore the interaction between the Earth, plants, humans, animals, weather, and seasons. The integration of mathematics and science is a key element in this unit as students will design a garden plot and will need the necessary tools in mathematics to take measurements and make informed decisions about how much soil to use, what type of plants to grow, and how to design a watering system if there were drought conditions. The design and care of the garden can extend from the beginning to the end of the school year and this unit can be revisited multiple times during the year. Equally important in this unit is the integration of social studies. Students will begin to understand how different areas

The STEM Road Map for Grades K-2 65 TABLE 4.17 STEM Road Map Grades K-2—Second Grade Sustainable Systems Theme:

Interactions in Systems Common Core NGSS Performance Mathematics Objectives 2-LS4-1

2-LS2-2

2-ESS2-2

2-ESS2-1

Common Core Language Arts

Reading Standards CCSS.ELA. RI.2.1 RI.2.3 RI.2.7 RI.2.8 RI.2.9 CCSS.Math.Content. Writing Standards 2.MD.B.5 CCSS.ELA. W.2.1 W.2.2 W.2.7 W.2.8 CCSS.Math.Content. Speaking and 2.MD.D.10 Listening Standards CCSS.ELA. SL.2.2 SL.2.1 SL.2.3 SL.2.5 CCSS.Math.Content. 2.NBT.A.3 CCSS Math Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Skills

21st Century Themes: Economic, Business, and Entrepreneurial Literacy Global Awareness Environmental Literacy Civic Literacy Health Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media, and Technology Skills: Information Literacy Media Literacy Information Communication and Technology Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

2-PS1-3

in the U.S. and around the world grow food for the populace. This important integration drives the awareness that a growing population will put a strain on resources and that the knowledge of developing a garden is key to managing this strain (see Table 4.17).

STEM Careers in Second Grade A material engineer is a person who develops, processes, and tests materials that enhance the structure of products. A material engineer can make computer chips that run computers, design new materials for plastics or ceramics that can be used in manufacturing, develop a tissue to help burn victims, create a new material for

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sports equipment like skis or golf clubs, or even airplanes. They have a background in physics, engineering, mathematics, and design (Bureau of Labor Statistics, 2014). A nanotechnologist is a type of material engineer who works with materials that are at a very small scale. They have similar backgrounds to a material engineer. An urban planner is a person who develops plans for the use of land in communities and cities. They are particularly interested in how people move into communities. They have a background in geography, anthropology, and policy. An environmental engineer is a person who is interested in how the environment is affected by humans. They work with groups to ensure that water quality and waste management are maintained in communities. They also work with civil engineers in the development of roads and infrastructures in communities. Where the civil engineer is responsible for construction and design of infrastructure as it relates to transportation, an environmental engineer will work to ensure that the environment is maintained as natural as possible. These engineers have a background in environmental science, ecology, mathematics, transportation, construction, and materials.

K-2 Road Map Summary This chapter outlines the STEM Road Map for grades K-2. The intent in this chapter is to provide learning modules for teachers that will integrate the Next Generation Science Standards (NGSS) with Common Core ELA and mathematics, and the NAEYC standards and positions into five STEM themes. The beauty of this integration is to include other disciplines such as social studies, art, and music that are often forgotten in the classroom. The addition of 21st Century Skills are woven into the themes and will help students develop the skills necessary for their future learning and understanding. With each theme, we have suggested careers for teachers and students to explore together and with this exploration they will recognize that they, too, can consider STEM in their future aspirations. It is our hope that after an integrated curriculum over three years, as we have outlined here, students will begin to appreciate that they have the opportunity to contribute to the ever-changing world in which we live.

STEM Road Map Module A complete STEM Road Map Kindergarten Patterns on Earth and in the Sky module is included in the Appendix of this book. More modules are under development and will be made available in the near future.

References American Mathematical Society (2014). What do mathematicians do? Retrieved from www.ams.org/profession/career-info/math-work/math-work

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Bell, S. (2010). Project-based learning for the 21st Century: Skills for the future, The Clearing House, 83, 39–43. Bureau of Labor Statistics (2014). Occupational outlook handbook: Material engineers. Retrieved from www.bls.gov/ooh/architecture-and-engineering/materials-engineers.htm Cole, C. (2011). Connecting students to STEM careers: Social networking strategies. International Society for Technology in Education. Dodge, Y. (2006). The Oxford dictionary of statistical terms. New York: Oxford University Press. Eliason, C.F., & Jenkins, L.T. (2012). A practical guide to early childhood curriculum (9th ed.). Upper Saddle River, NJ: Pearson. Hein, W.W., & Sivell, M. (2014). Physics day at Six Flags America. Retrieved from https:// www.sixflags.com/sites/default/files/SFA_PhysicsDayWorkbook.pdf Koehler, C.M., Binns, I.C., & Bloom, M.A. (2013). Dispositions of scientists in mainstream films: The extraordinary person classed a scientist. In Application of visual data in K-16 science classrooms, Charlotte, NC: Information Age Publishing. Koehler, C.M., Faraclas, E.W., Giblin, D., Moss, D.M., & Kazerounian, K. (2013). The nexus between science literacy & technical literacy: A state by state analysis of engineering content in state science frameworks, Journal of STEM Education, 14(3), 5–11. National Association for the Education of Young Children (NAEYC) (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from www.naeyc.org/content/technology-and-young-children

5 THE STEM ROAD MAP FOR GRADES 3–5 Brenda M. Capobianco, Carolyn Parker, Amanda Laurier, and Jennifer Rankin

Overview of the 3–5 STEM Road Map Learning and teaching STEM at the elementary school level means providing students with multiple opportunities to develop scientific understandings and related practices necessary to function productively as problem-solvers in a scientific and technological world. Allowing elementary school students to explore, experiment, or investigate while modeling, reasoning, and communicating affords students the opportunity to build curiosity, increase interest, and, moreover, construct and apply new scientific knowledge to real-world problems (NRC, 2005). This is critically important at the upper elementary school level (defined here as grades 3 through 5) because students’ thought processes become more mature and they start solving problems in a more logical fashion as well as incorporating inductive reasoning (Piaget & Inhelder, 1973). From a STEM perspective, this means that teachers must consider innovative ways to engage grade 3–5 students in a more student-centered, collaborative, hands-on, problembased approach to learning while integrating disciplinary core ideas, scientific and engineering practices, and critical thinking across multiple subject areas. In this chapter, we provide an overview of an integrated approach using our grade 3–5 STEM Road Map. Like other grade band chapters, the STEM Road Map for grades 3–5 is anchored in the five STEM themes: Cause and Effect, Innovation and Progress, The Represented World, Sustainable Systems, and Optimizing the Human Experience. Each STEM Road Map theme is intended for a five-week sequence of integrated instruction where the theme and associated problem or project is enacted through a core content area. For the upper elementary STEM Road Map chapter, we provide an example of a five-week module for each

The STEM Road Map for Grades 3–5 69

grade level, including the complete unit with all instructional and assessment materials. The STEM Road Map for grades 3–5 is aligned to Common Core State Standards in Mathematics (CCSS-M), Common Core State Standards in English/Language Arts (CCSS-ELA), Next Generation Science Standards (NGSS), and the 21st Century Skills Framework. The enactment of the curriculum should be student-centered, facilitated in an integrated fashion, and taught by making explicit connections across multiple content areas.

STEM Themes in the 3–5 STEM Road Map The five overarching STEM themes continue to be reinforced and spiraled from the early, elementary grades. Cause and Effect, the dynamic relationship between various phenomena in the world provides a real-world context for the study of weather, seismic activity, and the changes of seasons. Human ingenuity and its important contributions to society are described by the theme Innovation and Progress. In grades 3–5, students explore the design of maglev trains and solar ovens, as well as the use of multimedia resources to display the influence of Earth’s systems on one another. Different models that humans have developed to help make sense of the world are included in the theme The Represented World. In grades 3–5, suggested topics include the phenomenon of bungee jumping, the process of erosion, and the development of a rainwater harvesting system. The theme Sustainable Systems challenges students to investigate the interaction of different components of a larger system and explore ways the system can be sustained over time. Students in grades 3–5 can do so by examining the interactions among living and non-living things in an aquarium/terrarium, the study of renewable energy, and the process of making compost. Lastly, the theme Optimizing the Human Experience encourages students to utilize STEM ideas, concepts, and principles to improve the human condition. In grades 3–5, students focus on the development of levees and their impact on humans, the history of volcanic eruptions in conjunction with the development of a mechanical device to detect vibrations, and alternative ideas for conserving energy and promoting ecological sustainability.

The STEM Road Map for Third Grade Before mapping out an integrated approach to learning STEM, it is important to consider what students have learned and experienced prior to entering third grade. In the second grade, students are expected to develop a more informed understanding of plants, different habitats, properties of materials, Earth events, and factors that contribute to Earth events. In addition, students in second grade develop and use models, plan and carry out investigations, analyze and interpret

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TABLE 5.1 Third Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Predicting the Weather Student teams will create a local weather forecast in either a video or a blog by LEAD making predictions based on collected data Mathematics and observations. Innovation and Transportation in the Student teams will design a model of a Progress Future high-speed train that will safely transport passengers. LEAD Social Studies The Represented Recreational STEM Student teams will conduct a survey of World their school playground or a nearby park LEAD or playground and develop a proposal for Science design of a new swing set that is both more entertaining, yet a safer environment for play. Sustainable Ecosystem Preservation Student teams will develop a plan to Systems preserve the local ecosystem. LEAD Science Optimizing Reducing our Footprint Student teams will develop a plan for more the Human environmentally friendly transportation LEAD Experience methods at their local school. Language Arts

data, construct explanations, and design solutions. Using this newly acquired knowledge, students in third grade extend their existing ideas and conceptions in life, physical and earth and space sciences by engaging in one or more problembased challenges. Each challenge is organized around one central topic inspired by one or more of the STEM Road Map themes. These topics not only align with the theme but also with grade level academic content standards (e.g., Common Core, Next Generation Science Standards). The topics for third grade include the following: weather, transportation, motion, ecosystems, and environmental science. Each of these topics is organized around a standards-based challenge, problem, or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 5.1).

Cause and Effect: Predicting the Weather Weather is easily observable and impacts our daily lives in various ways. Extreme weather events and conditions—including blizzards, tornadoes, and hurricanes—are sources of engagement and high interest among young learners. In this project, third grade students investigate the many factors that influence weather, including temperature, air pressure, clouds, and wind direction and speed in science. Students will create a weather station and collect daily weather data, utilizing measurement skills in mathematics, by using various instruments

The STEM Road Map for Grades 3–5 71

including thermometers, barometers, wind vanes, anemometers, and hygrometers. After taking measurements and making direct observations of the sky and outdoor conditions, students will compare their findings to current weather data provided through research in language arts on reputable sites such as that of the National Weather Service (see www.weather.gov). Students will analyze data for predictable patterns such as daily temperature variation. For example, daily high temperatures usually occur between 3:00 and 4:00 in the afternoon. The Sun is at its highest point in the sky at noon, but it takes a few hours to warm the Earth, so there is always a ‘lag’ in temperature response. Students will learn about the differences in weather geographically around the world, tying in social studies connections. Students will recognize these cause-and-effect relationships and will use this knowledge to create a local weather forecast, which can be in the form of an in-class presentation, video, or blog. Student audience members will view the presentation and state whether they agree or disagree with the forecast, providing supporting evidence (see Table 5.2).

TABLE 5.2 STEM Road Map—Third Grade Cause and Effect Theme: Predicting the

Weather NGSS Common Core Performance Mathematics Objectives 3-ESS2-1

3-ESS2-2

Common Core Language Arts

CCSS.Math.Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP4, MP5, MP6 RI.3.1 RI.3.3 RI.3.5 RF.3.4 CCSS.Math.Content. Writing Standards CCSS.ELA 3.MD.A.1 CCSS.Math.Content. W.3.1. W.3.1a, W.3.1b, W.3.1c, W.3.1d 3.MD.A.2 W.3.2, W.3.2b W.3.3 W.3.7 W.3.8 CCSS.Math.Content. Speaking and Listening Standards 3.NBT.A.1 CCSS.Math.Content. CCSS.ELA. SL.3.1, SL.3.1d 3.NBT.A.2 CCSS.Math.Content. SL.3.3 SL.3.4 3.NBT.A.3 SL.3.5 SL.3.6

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Health Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

(Continued)

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TABLE 5.2 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

CCSS.Math.Content. 3.MD.B.3 CCSS.Math.Content. 3.MD.B.4

21st Century Skills

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Innovation and Progress: Transportation in the Future The notion of innovation for third grade students means that students can be creative, resourceful, and imaginative. In the transportation design task led by social studies, third grade students learn the history of train technology, from wagon tramways of the 1500s to the invention of the first modern-day train in 1804 by Richard Tevithick, to today’s modern-day technology that includes improved engine efficiency and enhanced aerodynamics. In science class, students examine magnetic interactions and use magnets to solve a simple design problem. Using their new knowledge, students work in small teams to design a train that can safely carry passengers (weights) down an eight-foot track. The goal is to devise a vehicle that can easily glide when pushed. Final designs are assessed on the following criteria: (a) how well the car stays on the track; (b) how well the car glides to the end of the track; (c) appearance and overall design; and (d) speed. Further, students will conduct research on design ideas in language arts and will use mathematical practices to support solving this challenge. Teams will present their designs in a group presentation (see Table 5.3).

The Represented World: Recreational STEM This investigation requires third grade students to examine the STEM aspects involved in constructing a swing set to propose a prototype for a new and improved swing set. In science class, students will learn about motion and forces and conduct research on available swing sets in and around their schools. If swing sets are not readily available, a teacher could provide films depicting swing sets from the Internet. As the students examine different swing sets, they respond to the following question: What are the best conditions when creating a fun but

The STEM Road Map for Grades 3–5 73 TABLE 5.3 STEM Road Map—Third Grade Innovation and Progress Theme: Transportation in the Future

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

3-PS2-3

CCSS.Math.Practices Reading Standards MP1, MP2, MP4, CCSS.ELA. MP5, MP6 RI.3.1 RI.3.3 RI.3.8

3-PS2-4

CCSS.Math.Content. Writing Standards NBT.A.2 CCSS.ELA. W.3.1. W.3.1a, W.3.1b, W.3.1c, W.3.2, W.3.2b W.3.3 W.3.7 W.3.8 CCSS.Math.Content. Speaking and MD.A.1 Listening Standards CCSS.ELA. SL.3.1, SL.3.1d SL.3.3 SL.3.4 SL.3.5 SL.3.6 CCSS.Math.Content. MD.B.4

21st Century Skills

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

safe swing set? Students may need to be prompted to look at the length of the rope or chain, the type of seat, or how a child ‘gives power’ to the swing to create the ride. Once the student teams have examined, compared, and contrasted different swing sets they will develop a sketch and small scale model of their proposed design, using geometric shapes and precise measurements (mathematics). Finally, individual students will draft a short essay or blog, which details the key components of how their design is an improvement upon existing swing sets (see Table 5.4).

Sustainable Systems: Ecosystem Preservation Devising, building, and maintaining models of terrestrial and aquatic ecosystems provides third grade students with the opportunity to explore factors

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TABLE 5.4 STEM Road Map—Third Grade The Represented World Theme: Recreational

STEM NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

3-PS2-1 3-PS2-2

CCSS.Math.Practices MP1, MP2, MP4, MP5, MP7

Reading Standards CCSS.ELA. W.3.7 W.3.8 Writing Standards CCSS.ELA. W.3.1. W.3.1a, W.3.1b, W.3.1c, W.3.1d W.3.2, W.3.2b W.3.3 W.3.7 W.3.8 Speaking and Listening Standards CCSS.ELA. SL.3.1, SL.3.1d SL.3.3 SL.3.4 SL.3.5 SL.3.6

21st Century Themes: Health Literacy

CCSS.Math.Content. 3.MD.A.2

CCSS.Math.Content. 3.MD.B.4

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

CCSS.Math.Content. 3.OA.D.8 CCSS.Math.Content. 3.OA.D.9

necessary to sustain an ecosystem as well as observe the diverse and unique life cycles of living organisms. In small teams, students investigate a local ecosystem, such as a nearby stream or park, to better understand the interaction between living creatures, energy, and the non-living. Next, students work together to build a model of an aquatic ecosystem and observe the relationships between aquatic plants, algae, fish (mosquitofish or guppies), and snails. Students begin to discuss the roles of organisms in the ecosystem as well as observe first-hand the life cycles of different aquatic plants and animals. As students observe events in the aquatic ecosystems, the students review the concepts introduced earlier in the life science sequence (biotic and abiotic factors; needs and characteristics of organisms and habitats). The term ‘ecosystem’ is then introduced to refer to the system composed of a community of organisms interacting with its environment. The concept of ‘sustainable’ is

The STEM Road Map for Grades 3–5 75

further explored by instructing students to find out different ways to maintain their ecosystems over time using what they know about the conditions necessary for the living organisms to survive. Finally, students apply what they have learned when they constructed their own ecosystems and apply their knowledge to their community’s ecosystem. For the language arts component, students will write an essay or blog on how to protect, appreciate, and take care of a local natural pond, creek, or park. In social studies, students will learn about the various types and locations of biomes locally in the U.S (see Table 5.5).

TABLE 5.5 STEM Road Map—Third Grade Sustainable Systems Theme: Ecosystem Preservation

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

3-LS1-1

CCSS.Math. Practices MP1, MP2, MP4

21st Century Themes: Environmental Literacy

3-LS4-3

CCSS.Math.Content. 3.MD.B.3

Reading Standards CCSS.ELA RI.3.7 RI.3.1 RI.3.2 RI.3.3 Writing Standards CCSS.ELA W.3.1. W.3.1a, W.3.1b, W.3.1c, W.3.1d W.3.2, W.3.2b W.3.3 W.3.7 W.3.8 Speaking and Listening Standards CCSS.ELA. SL.3.5

CCSS.Math.Content. 3.NBT.A.1 CCSS.Math.Content. 3.NBT.A.2 CCSS.Math.Content. 3.NBT.A.3 CCSS.Math.Content. 3.NF.A.1

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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Optimizing the Human Experience: Reducing our Footprint Founded in 2004, the Green Schools Initiative represents an organization of parent environmentalists, school administrators, teachers, and policy makers aimed at improving the environmental health and ecological sustainability of U.S. schools (Green Schools Initiative, 2004). According to the organization, there are seven steps to becoming a green school (see www.greenschools.net). The steps include: (1) establishing a green team or eco-committee; (2) adopting a school-based environmental vision statement; (3) surveying the school’s energy use; (4) creating a school-based action plan; (5) evaluating the initiative; (6) integrating green/sustainability practices into the school’s curriculum; and (7) celebrating the school’s accomplishments. In the STEM Road Map theme Optimizing the Human Experience third grade students are challenged in language arts class to investigate the local environmental problems and alternative solutions associated with caregivers dropping off or picking up students in private automobiles. In many schools, caregivers choose to drive students to and from schools. Large numbers of automobiles can be seen idling in front of schools at arrival and dismissal times, which creates an air quality problem and increases ambient carbon dioxide levels. Third grade students use mathematics practices to observe and record the number of cars that drop off students each day over a two-week period. In science class, students will learn about characteristics of living things and how environmental changes influence the survival rate of various species. Students then brainstorm alternative modes of transportation such as walking, biking, and mass transportation. Using results from their analyses, students develop and promote a school-wide plan that includes more environmentally friendly modes of transportation to and from school. This plan is constructed in the form of a formal document that is made available to the school community and presented to the local parent/ teacher association and/or school leadership team. Students may also create a club that includes incentives for walking, biking, or taking the bus to school and reward students for using alternative forms of transportation (see Table 5.6).

Sample STEM Careers in the Third Grade STEM Road Map Career development and exploration in the elementary grades is critically important in facilitating students’ interest, attitude, and persistence in STEM. There are many online resources that teachers and parents can utilize to begin supporting children’s exploration of STEM careers including Clever Crazes for Kids (www. clevercrazes.com). Careers that complement the third grade STEM Road Map and related activities include a variety of professions that reinforce opportunities for students to pursue their interests in fields such as meteorology, climatology, field biology, environmental science, law, and rail engineering.

The STEM Road Map for Grades 3–5 77 TABLE 5.6 STEM Road Map—Third Grade Optimizing the Human Experience Theme: Reducing our Footprint

NGSS Common Core Performance Mathematics Objectives 3-LS4-2 3-LS4-3

Common Core Language Arts

Reading Standards CCSS.ELA. RI.3.7 RI.3.3 Writing Standards CCSS.ELA. W.3.1. W.3.1a, W.3.1b, W.3.1c, W.3.1d W.3.2, W.3.2b W.3.3 W.3.7 W.3.8 CCSS.Math.Content. Speaking and 3.MD.D.8 Listening Standards CCSS.ELA SL.3.1 SL.3.1.a SL.3.1.b SL.3.1.d SL.3.5 CCSS.Math.Content. 3.OA.B.5

CCSS.Math. Practices. MP1, MP2, MP4, MP5 CCSS.Math.Content. 3.MD.B.4

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

The work of professionals, such as meteorologists and climatologists, allow students to explore different skills, practices, and knowledge associated with weather forecasting by interpreting and reporting the weather patterns; predicting future climate trends; and researching, verifying, and reporting on storms of the past. Essentially, a meteorologist is a specialized scientist that focuses on some aspect of the atmosphere. There are many different types of meteorologists ranging from broadcast to research meteorologists, and forensic to archive meteorologists. A climatologist is a scientist who studies the climate. In short, climatology is related to meteorology, the study of weather, except that it looks at long-term trends and the history of the climate, rather than examining weather systems in the short-term like meteorologists do.

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Additional professions in areas such as field biology and environmental science provide students with the opportunity to plan and carry out investigations in the field, analyze and interpret data from the field, and communicate results from their field studies to a larger audience. Environmental scientists and specialists use their knowledge of the natural sciences to protect the environment and human health. Environmental scientists monitor the quality of the environment (air, water, and soil), interpret the impact of human activities on terrestrial and aquatic ecosystems, and develop strategies for restoring ecosystems. In addition, environmental scientists help planners develop and construct buildings, transportation corridors, and utilities in ways that protect water resources and ref lect efficient and beneficial land use. Advocates of environmental science include environmental attorneys, policy makers, and state councilmen who serve local, national, and international communities. Their work is to ensure the development and enactment of environmental laws, policies, and guidelines that address issues including climate change, conservation, water quality, groundwater and soil contamination, use of natural resources, waste management, disaster reduction, and air and noise pollution. Large corporations, such as The Walt Disney Company, employ mathematicians to develop models to predict the movement and f low of visitors throughout their theme parks and resorts and to and from different sites within the parks. The mathematicians use different software applications to make their work easier and more efficient while providing information about how to minimize the wait time at each park site and enhance visitors’ overall experience. The company also employs technology developers and managers to design, implement, lead, and deliver different applications that support the company’s overarching mission to create and deliver unforgettable experiences for the audience.

The STEM Road Map for Fourth Grade As students progress from third to fourth grade, they become more informed problem-solvers. Using what they learned in third grade about weather, the interaction between forces, and changes within an ecosystem, fourth grade students now apply their newly acquired knowledge to explore the properties of waves and energy transfer, the effects of weathering, and the role of renewable energy within sustainable systems. Fourth grade students explore topics inspired by the different STEM Road Map themes. These topics also align with gradelevel academic content standards (e.g., Common Core, Next Generation Science Standards). The topics for fourth grade include the following: mapping, solar energy, soil erosion, energy, and water consumption and conservation. Each of these topics is organized around a challenge/problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 5.7).

The STEM Road Map for Grades 3–5 79 TABLE 5.7 Fourth Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme Topic

Problem/Challenge

Cause and Effect

Field Station Mapping Student teams will create a plan for the construction of a safe and accessible station to LEAD conduct research on predicted volcano activity. Social Studies Innovation Harnessing Solar Student teams will design, construct, and test and Progress Energy a system that removes salt from saltwater using solar energy that could be used for their selected LEAD region of the world. Science The RepreErosion Modeling Student teams will create a model to sented World demonstrate the impact of soil erosion around LEAD their school and communicate the problems Mathematics associated with soil erosion in a blog. Sustainable Hydropower Student teams will develop a three-dimensional Systems Efficiency model or a computer-assisted image that demonstrates how an engineer may optimize LEAD the efficiency of a dam. Science Optimizing Water Conservation Student teams will develop informational the Human materials for their school and community LEAD Experience focused on water conservation generally and Language Arts decreasing the use of bottled water specifically by use of filtration methods for tap water.

Cause and Effect: Field Station Mapping In social studies, fourth grade students learn about different kinds of maps. Fourth grade students discover what all maps have in common, as well as some of the features they can expect to encounter while map reading. In this project, fourth grade students blend their mapping skills with their understanding of science principles by analyzing world maps that show the locations of volcanoes and recent seismic activity (earthquakes), and learn about types of plates (oceanic and continental) and plate boundaries (divergent, convergent, and transform). In science, students will also learn about change over time evidenced in rock formations and fossils. In small teams, students generate different volcanic activity maps and make volcano predictions. Student teams explore patterns of volcano activity on different landmasses and identify a location and design for a research station. Using their understanding from the map analysis and related volcano activity data, student teams select and present their recommendations for a research station site as well as a design that would remain safe from geological hazards and would be easily accessible (see Table 5.8).

Innovation and Progress: Harnessing Solar Energy This project allows fourth grade students to design, test, and refine their ideas for a device that separates salt from water. Students apply what they know about science

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TABLE 5.8 STEM Road Map—Fourth Grade Cause and Effect Theme: Field Station

Mapping NGSS Common Core Performance Mathematics Objectives 4-ESS2-1 4-ESS2-2

Common Core Language Arts

Reading Standards CCSS.ELA. RI.4.3 RI.4.4 RI.4.6 RI.4.7 RF.4.4a CCSS.Math.Content. Writing Standards CCSS.ELA. 4.MD.A.1 CCSS.Math.Content. W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.1d 4.MD.A.2 CCSS.Math.Content. W.4.2, W.4.2a, W.4.2b, W.4.2c, 4.MD.A.3 W.4.2.d, W.4.2.e W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 W.4.9 Speaking and Listening Standards CCSS.ELA. SL.4.1 SL.4.4 SL.4.5 CCSS.Math. Practices MP1, MP2, MP5, MP6

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy ICT Literacy

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

concepts, including electromagnetic radiation and solar energy, to plan, construct, and test a passive solar-powered desalination apparatus (a ‘desaladora’ in Spanish). Students test the performance of their desaladora by separating saltwater that has the same concentration of the average sample of ocean water. Students will learn that ocean water contains about 35,000 ppm of salt and will use multiplication and division to determine concentrations of solutions in word problems. This task encourages students to learn more about topics through research in language arts such as

The STEM Road Map for Grades 3–5 81

the greenhouse effect and, furthermore, innovate different ways of harnessing the Sun’s light energy. In social studies, students will learn about how populations have used solar energy for a variety of ways to move their region forward (see Table 5.9).

The Represented World: Erosion Modeling Soil erosion can be a serious problem, as it naturally occurs, primarily through water and wind processes. It may be a slow process, reducing farmland, or in more severe cases, threatening our agricultural systems. Tapping into previously learned concepts that waves, wind, water, and ice erode rock and soil and, therefore, affect the shape of the Earth’s land surface, fourth grade students will focus on soil erosion caused by water runoff. Students locate an area in or around their school that has been affected by soil erosion. If there is not a safe area for the students to examine and analyze first-hand, examples may be given from the Internet. Although not ideal, there are lots of images of examples of soil erosion. In this mathematics-led challenge, students will design and construct their own erosion model within the given constraints (e.g., must fit within the provided plastic container). Students can test a variety of apparatuses to spray water in varying quantities and distribution to test their model. Students should gather data on several

TABLE 5.9 STEM Road Map—Fourth Grade Innovation and Progress Theme: Harnessing Solar Energy

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

4-PS3-2 4-PS3-4

CCSS.Math. Practices. MP1, MP2, MP3, MP5 CCSS.Math.Content. 4.OA.A.2 CCSS.Math.Content. 4.OA.A.3

Reading Standards CCSS.ELA. RI.3.7 RI.3.3 Writing Standards CCSS.ELA. W.4.6 W.4.7 W.4.8

21st Century Themes: Global Awareness Environmental Literacy

CCSS.Math.Content. MD.A.1 CCSS.Math.Content. MD.A.2

Speaking and Listening Standards CCSS.ELA. SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1.d SL.4.4

4-ESS3-1 4-ESS3-2

CCSS.Math.Content. 4.NBT.B.4

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

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things including the quantity of water, intensity of spray, amount of runoff of water and soil. Student teams will again use mathematics skills to prepare a graph that depicts the amount of erosion as determined by the amount of dirt washed away as a function of water intensity. In language arts, students will individually write a journal entry based upon the prompt: What is the relationship between water intensity and soil erosion? In social studies, students will explore regions that have been historically impacted by landslides and sinkholes and develop a plan for informing the public of the hazards of living in areas that are more prone to erosion (see Table 5.10).

TABLE 5.10 STEM Road Map—Fourth Grade The Represented World Theme: Erosion

Modeling NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

4-ESS2-1

Reading Standards CCSS.ELA. RI.3.3 RI.3.7 Writing Standards CCSS.ELA. W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.1d W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2.d, W.4.2.e W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 W.4.9 Speaking and Listening Standards SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1.d SL.4.4

21st Century Themes: Environmental Literacy

4-ESS3-2

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5 CCSS.Math.Content. 4.MD.A.1 CCSS.Math.Content. 4.MD.A.2 CCSS.Math.Content. 4.MD.A.3

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy ICT Literacy

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

The STEM Road Map for Grades 3–5 83

Sustainable Systems: Hydropower Efficiency In this science-led project, students will learn about the natural resources that provide our energy and fuels for everyday life, specifically hydroelectric power. The challenge for this module is focused on the development of a three-dimensional model or computer-assisted image that will demonstrate how to optimize the efficiency of a dam. In language arts, student teams will research how water has historically been used to produce energy, with an emphasis on sustainability. In social studies, using sources such as the Department of Energy’s website History of Hydropower (Department of Energy, 2015), students explore the historical development and use of hydroelectric dams, wave power, and tidal power (see Table 5.11). In science, student teams explore how a hydroelectric dam operates through online simulations (e.g., Oregon Museum of Science and Industry).

TABLE 5.11 STEM Road Map—Fourth Grade Sustainable Systems Theme: Hydropower

Efficiency NGSS Common Core Common Core Performance Mathematics Language Arts Objectives 4-ESS3-1

4-PS3-4

CCSS.Math. Practices MP1, MP2, MP3, MP5, MP6

Reading Standards CCSS.ELA. RI.4.1 RI.4.2 RI.4.5 RI.4.7 RI.4.9 Writing Standards CCSS.ELA. W.4.1 W.4.2 W.4.7 W.4.9 Speaking and Listening Standards CCSS.ELA. SL.4.1 SL.4.4 SL.4.5

21st Century Skills

21st Century Themes: Environmental Literacy Global Awareness

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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Optimizing the Human Experience: Water Conservation The theme Optimizing the Human Experience asks students to apply STEM ideas, concepts, and principles to improve the human condition. In this language arts driven module, student teams will develop informational materials for their school and community focused on water conservation. On a planet where only 1 percent of the water is useable for humans, yet presently sustains a growing population, helping students understand the importance of water reuse through filtration is an imperative. Through their research and connections made in science class, students explore the ever-more-scarce natural resource, water, by investigating all of the various ways water is used and wasted where they live. Students generate, distribute, and analyze water consumption surveys; interview local residents; and meet with county engineers. Using a writing journal, students record what they learn and reflect on ways water is wasted. In social studies, student teams will learn in detail about the global water quality and access issues while also emphasizing the geography and economic vitality of the countries they study. Using notes from their writing journals, students prepare a persuasive essay that convinces the local town council to start a water conservation campaign for the town. Students apply what they have learned to design a personal water conservation plan for their home. For example, if students identified a family member who took unusually long showers, the students could propose and design a water capture system that would allow the reuse of the water for something like f lushing a toilet, watering the lawn, or washing the car. Students would then present their capture and purification systems to their peers (see Table 5.12).

TABLE 5.12 STEM Road Map—Fourth Grade Optimizing the Human Experience Theme: Water Conservation

NGSS Common Core Performance Mathematics Objectives 4-ESS3-2

Common Core Language Arts

CCSS.Math.Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP4, MP5, MP6 RI.4.3 RI.4.4 RI.4.5 RI.4.6 RI.4.7 RI.4.8 RI.4.9

21st Century Skills

21st Century Themes: Environmental Literacy

(Continued)

The STEM Road Map for Grades 3–5 85 TABLE 5.12 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

CCSS.Math.Content. Writing Standards 4.OA.A.2 CCSS.ELA. W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.1d W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2.d, W.4.2.e W.4.4 W.4.5 W.4.6 W.4.7 W.4.8 W.4.9 CCSS.Math.Content. Speaking and Listening 4.NBT.A.3 Standards CCSS.ELA. SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1.d SL.4.4 CCSS.Math.Content. MD.A.2

21st Century Skills

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Sample STEM Careers in the Fourth Grade STEM Road Map As students’ curiosity and enthusiasm for STEM builds, it is equally important to make fourth grade students aware of different related careers. Professions such as civil engineer, seismologist, urban planner, journalist, and topographer align well with the fourth grade STEM Road Map and related activities. Civil engineers design and oversee the construction and maintenance of buildings and infrastructure such as highways, tunnels, rail systems, airports, and water supply and sewage systems. The job includes analysis (especially in the planning stage), studying survey reports and maps, breaking down construction costs, and considering government regulations and potential environmental hazards. Civil engineers also may test soils and building materials, provide cost estimates for equipment and labor, and use software to plan and design systems and structures. A seismologist is a scientist who specializes in earth science. The work of a seismologist varies depending on where the work is needed. Some of this work

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may include monitoring, maintaining, testing, and operating seismological equipment; documenting data; supervising preparation of test sites; managing inventory on equipment; and maintaining safety standards. Most seismologists work for petroleum or geophysical companies, and data-processing centers. An urban planner combines skills in land planning with transportation planning to design a community or region that is easy to live in and attractive to look at. Urban planners are typically trained as engineers or architects. They must also have an understanding of many other fields, including the environment, transportation, and psychology. A journalist is an individual who investigates, collects, and presents information in the form of a news story. This story can be presented through newspapers, magazines, radio, television, and the Internet. A journalist writes in an objective manner, stating the facts and getting multiple perspectives of the story. A topographer is an expert in geology or geography who surveys lands and creates highly accurate representations through models and maps. Topographers often use computer equipment to take precise measurements of the elevation, location, shape, and contours of a particular area. Topographers created many of the maps we use today.

The STEM Road Map for Fifth Grade At the fifth grade level, students are able to develop and use models, plan and carry out investigations, and analyze and interpret data. More specifically, fifth grade students delve further into the properties of matter and the conservation of matter, the movement of matter among plants and animals within an environment, and the representation of data used to reveal the daily changes in the length and direction of shadows, day and night, and the four seasons. Fifth grade students explore topics inspired by the various STEM Road Map themes that also align with grade-level academic content standards (e.g. Common Core, Next Generation Science Standards) which include the following: the interpretation and representation of data on the length and direction of shadows over time; the development of a protocol for making compost; the analysis of rainwater; and the design of a technological innovation that incorporates students’ understanding of the interactions between Earth’s systems. Each of these topics is organized around a challenge/ problem or project that student teams are to address in their course of learning necessary content and skills in the various disciplines (see Table 5.13).

Cause and Effect: Schoolyard Engineering In this project, fifth grade students are challenged to design an awning for the schoolyard picnic table that will provide enough shade across the day for students and adults. In science class, students will explore trends and patterns in data gathered from making observations of the length and direction of shadows from day to night and from one season to the next season. Different positions of the Sun,

The STEM Road Map for Grades 3–5 87 TABLE 5.13 Fifth Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Schoolyard Engineering

Innovation and Progress

Interactions

The Represented World

Rainwater Analysis

Student teams will design a movable awning for a picnic table located on the schoolyard that provides enough shade throughout recess for students and adults. Student teams will develop a proposal (using multimedia visual display) for the location of a wind turbine in their assigned region. Student teams will design a rainwater harvesting system for their school.

Sustainable Systems

Optimizing the Human Experience

LEAD Mathematics

LEAD Social Studies

LEAD Mathematics Composting LEAD Science Mitigating Climate Change LEAD Social Studies

Student teams will design a compost system for their school’s cafeteria that makes use of excess food and food waste that is disposed of each day. Student teams will design a solution that will mitigate the effects of global climate change in their selected region of the world.

Moon, and stars at different times of the day, month, and year afford students the opportunity to observe and record patterns. Over an extended period, while on the playground each day, students measure and calculate the length of their shadows while facing different directions using mathematics. Students then pool their data to identify trends and patterns, relating the length of their shadows to the position of the Sun at recess. Students develop graphs to represent their data and analysis. Using data from their analysis, students work in teams to plan, design, and test a movable awning for a picnic table located in the school grounds that follows the path of the Sun and creates a large enough shadow to provide shade during recess throughout different times of the day. The student teams will present their prototypes to a panel of teachers and community members who will judge their innovativeness and presentation quality (see Table 5.14).

Innovation and Progress: Interactions In this social studies-led fifth grade challenge, students are challenged to develop a proposal for the location of a wind turbine off the east coast of the U.S. Students will investigate U.S. geography, as well as economic factors and feasibility of potential locations. In science class, students will learn about the interaction of the Earth’s systems (e.g., geosphere, hydrosphere, atmosphere, and biosphere), as well as how the interaction of landforms and long-term weather patterns

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TABLE 5.14 STEM Road Map—Fifth Grade Cause and Effect Theme: Schoolyard

Engineering Common Core NGSS Performance Mathematics Objectives 5-ESS1-1 5-ESS1-2

Common Core Language Arts

CCSS.Math.Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP6 RI.5.1 RI.5.4 RI.5.9 RF.5.3 RF.5.4a CCSS.Math.Content. Writing Standards 5.MD.A.1 CCSS.ELA. W.5.1 W.5.2 W.5.4 W.5.6 W.5.7 W.5.8 CCSS.Math.Content. Speaking and Listening Standards 5.NBT.A.3 CCSS.Math.Content. CCSS.ELA. SL.5.1, SL.5.1d 5.NBT.A.4 SL.5.4 SL.5.5 SL.5.6 CCSS.Math.Content. 5.NBT.B.5

21st Century Skills

21st Century Themes: Global Awareness

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 5.NF.B.4b CCSS.Math.Content. 5.G.A.2 CCSS.Math.Content. 5.G.B.3

influence one another to support energy production. In mathematics, students will use multiplication of whole numbers to determine the potential wind energy generated based upon the speed of wind and duration of wind, and will provide an analysis by month of the projected wind energy production. Student teams will develop a written report based upon their selection of site and criteria for

The STEM Road Map for Grades 3–5 89

the specified location. Additionally, students will deliver a multimedia presentation using PowerPoint, Prezi, or a video to present their findings to the class (see Table 5.15).

The Represented World: Rainwater Analysis In this mathematics-led challenge, student teams are challenged to devise a method to capture and reuse rainwater around their school building. To provide context for the module, students will learn in social studies about the importance of water for agriculture and will visit a local farm or garden to learn about how they reclaim

TABLE 5.15 STEM Road Map—Fifth Grade Innovation and Progress Theme: Interactions

NGSS Common Core Performance Mathematics Objectives 5-ESS2-1

Common Core Language Arts

Reading Standards CCSS.ELA RI.5.1 RI.5.4 RI.5.7 RI.5.9 RF.5.3 RF.5.4a CCSS.Math.Content. Writing Standards 5.NBT.B.5 CCSS.ELA W.5.1 W.5.2 W.5.4 W.5.6 W.5.7 W.5.8 CCSS.Math.Content. Speaking and 5.MD.A.1 Listening Standards CCSS.ELA SL.5.1, SL.5.1d SL.5.4 SL.5.5 SL.5.6 CCSS.Math.Content. 5.G.A.2

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5

21st Century Skills

21st Century Themes: Global Awareness

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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water. In science class, students will engage in study of plants and the resources that sustain and support plant life (e.g., air and water). Additionally, students will learn about the hydrosphere and distribution of water on Earth. Student teams will gather data related to the amount of rainfall in various locations around the school to determine the best placement for their teams’ capture system. Using selfconstructed rain gauges made out of canning jars, students measure the amount of rain that falls in different areas of the playground over a one-month period. From this data, students estimate the actual amount of rainfall that falls over the entire playground. Using the engineering design process, teams of students plan, construct, and test a method to collect and reuse excess rainwater. This challenge builds upon the knowledge that the students gained from the fourth grade Represented World challenge focused on soil erosion. The fifth grade challenge could be differentiated to include the concept of rainwater capture as a way to decrease soil erosion in the school’s playground. The language arts connection will include reading a variety of children’s literature that is focused on water. Additionally, students will collect data in their site for one month and compile their data to share with the class. The class data set will serve as a means to base a proposal to the building principal for the location of a rainwater collection system. Finally, students will also present their findings orally to a panel of local stakeholders, including members of the town council, civil engineers, and interested citizens (see Table 5.16). TABLE 5.16 STEM Road Map—Fifth Grade The Represented World Theme: Rainwater

Analysis NGSS Common Core Performance Mathematics Objectives 5-ESS2-2 5-ESS2-1

5-LS1-1 5-LS1-2

Common Core Language Arts

CCSS.Math.Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP4, MP5, MP7 RI.5.1 RI.5.4 RI.5.9 RF.5.3 RF.5.4a RI.5.7 CCSS.Math.Content. Writing Standards 5.G.A.1 CCSS.ELA W.5.1 W.5.2 W.5.4 W.5.6 W.5.7 W.5.8 W.5.9

21st Century Skills

21st Century Themes: Global Awareness

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

(Continued)

The STEM Road Map for Grades 3–5 91 TABLE 5.16 (Continued)

NGSS Common Core Performance Mathematics Objectives CCSS.Math.Content. 5.MD.C.5 CCSS.Math.Content. 5.MD.C.5A CCSS.Math.Content. 5.MD.C.5B

Common Core Language Arts

21st Century Skills

Speaking and Listening Standards CCSS.ELA. SL.5.1, SL.5.1d SL.5.4 SL.5.5 SL.5.6

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

CCSS.Math.Content. 5.NBT.A.3 CCSS.Math.Content. 5.NBT.A.4

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 5.NBT.B.5

Sustainable Systems: Composting The composting design task affords students the opportunity to devise a protocol for making compost (Dankenbring, Capobianco, & Eichinger, 2014) from the excess of water and food from their school’s cafeteria. Underpinning the practices associated with the engineering design process is the production of either an artifact or a process. In this challenge, students innovate and create a process for making good compost and will develop a marketing campaign to encourage students and staff to take part in the program. In doing so, students utilize what they learn in science class regarding biotic and abiotic factors, conditions for decomposition to take place, and the role of decomposers to generate a form of compost that is useable and nutrient-rich. Further, in language arts students will learn how to develop materials from their research and experiences for the purpose of relaying a position. Over several weeks, small teams of students will monitor the progress of their compost by recording measurements such as soil temperature, pH, odor, and level of moisture while also finding ways to aerate, weed, and water. At the end of the first month, students will compile their data into a technical report that will be summarized and shared with the school community. In social studies, students will learn about landfills and other areas in the U.S. and world that garbage is dumped and the implications for human vitality. In mathematics, students will calculate the savings in disposal costs, as well as in the repurposing of the compost to fertilize future gardens and replenish the soil.

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In the end, students develop an informed understanding of the interdependent relationships in ecosystems and significant role decomposers play within these respective ecosystems (see Table 5.17).

Optimizing the Human Experience: Mitigating Climate Change By leveraging their sense of curiosity and creativity, fifth grade students, with social studies as the lead discipline, work to learn about predicted effects of global climate change on specific Third World countries. These deleterious effects are region specific. In science class, students will explore many factors that have been found to contribute to climate change both directly and indirectly in the TABLE 5.17 STEM Road Map—Fifth Grade Sustainable Systems Theme: Composting

NGSS Common Core Performance Mathematics Objectives 5-ESS3-1

5-ETS1-2 5-ETS1-3

Common Core Language Arts

Reading Standards CCSS.ELA. RI.5.1 RI.5.4 RI.5.7 RI.5.9 RF.5.3 RF.5.4a CCSS.Math.Content. Writing Standards MD.A.1 CCSS.ELA. W.5.1 W.5.2 W.5.4 W.5.6 W.5.7 W.5.8 CCSS.Math.Content. Speaking and MD.B2 Listening Standards CCSS.ELA SL.5.1 SL.5.4 SL.5.5 SL.5.6 CCSS.Math.Content. MD.C.5

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Skills

21st Century Themes: Global Awareness

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

The STEM Road Map for Grades 3–5 93

context of using science ideas to protect the Earth’s resources and environment. Student teams will be asked to research the effects of global climate change on their assigned country of the world. Student teams will plan and develop the ideas for a prototype of a technological innovation that is designed to minimize the influence of global climate change on their selected effect. For example, students may have learned that an increase in rain will increase the erosion of different landforms. In mathematics, students will develop graphs to represent the data on climate change for their selected region and develop a model for how they project their innovation may influence these statistics. Students could develop a prototype of a device that could minimize the impact of erosion and protect resources along a local riverbank or beach. In language arts, students will construct a technologically enhanced mode to present their innovation to a broad audience (e.g., blog, webpage) and will share their products with the school community (see Table 5.18). TABLE 5.18 STEM Road Map—Fifth Grade Optimizing the Human Experience Theme: Mitigating Climate Change

NGSS Common Core Performance Mathematics Objectives 5-ESS3-1

Common Core Language Arts

CCSS.Math.Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP4, MP5, MP6 RI.5.1 RI.5.4 RI.5.7 RI.5.9 RF.5.3 RF.5.4a CCSS.Math.Content. Writing Standards NBT.A.3 CCSS.ELA. W.5.1 W.5.2 W.5.4 W.5.6 W.5.7 W.5.8 CCSS.Math.Content. Speaking and MD.A.1 Listening Standards CCSS.ELA. SL.5.1 SL.5.4 SL.5.5 SL.5.6

21st Century Skills

21st Century Themes: Global Awareness

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

(Continued)

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TABLE 5.18 (Continued)

NGSS Common Core Performance Mathematics Objectives CCSS.Math.Content. 5.G.A.2

Common Core Language Arts

21st Century Skills

Life Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Sample STEM Careers in the Fifth Grade STEM Road Map Maintaining interest in STEM careers remains important as students complete fifth grade. Careers that align with our fifth grade STEM learning activities are: statistician, graphic artist, hydrologist, and geotechnical engineer. In our ever-developing, complex world, statisticians are experts in data. They provide expert research design and trustworthy data production. They analyze the data to determine practical and useful conclusions. Statisticians draw on expertise from the fields of mathematics, science, and technology. They must have an understanding of research design and how data can be generated from a broad range of scientific fields. Additionally, they must use complex computer programs to efficiently analyze large data sets. A graphic artist uses a variety of mediums to convey a message of emotion. Graphic designers are often employed in advertising, working side by side with a client to promote a product or idea. Graphic designers must have an understanding of computerized media and common design programs. A hydrologist applies STEM knowledge and principles to solve water-related problems of quantity, quality, and availability. They may work in environmental protection, concerned with problems of flooding or soil erosion. Hydrologists must have an understanding of a broad range of STEM fields, including mathematics, physics, and Earth science. A geotechnical engineer studies Earth’s materials and applies the knowledge to fields such as mining and fossil fuel production. Like most STEM professionals, a geotechnical engineer must have a broad understanding of STEM fields.

Summary This chapter presented the STEM Road Map for grades 3–5 as an approach that engages upper-elementary students in authentic, team-based problems across content areas. Using the content and processes included in this chapter, instruction can be enacted in an integrated and coordinated manner, challenging

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students to confront real-world scenarios. The spiraled approach, building on the knowledge and processes developed in the early elementary grades, supports students in the development of the skills and dispositions necessary to succeed in middle school and in later STEM careers.

References Dankenbring, C., Capobianco, B., & Eichinger, D. (2014). How to develop an engineering design task, Science and Children, 53(2), 4–9. Department of Energy (2015, February 19). History of hydropower. Retrieved from http://energy.gov/eere/water/history-hydropower Green Schools Initiative (2004, September). Retrieved from www.greenschools.net/article. php?list=type&type=4 National Research Council (NRC) (2005). How students learn: History, mathematics, and science in the classroom. M.S. Donovan & J. D. Bransford (Eds.), Washington, DC: National Academies Press. Oregon Museum of Science and Industry. (October 20, 2014). Best dam simulation ever. Retrieved from www.omsi.edu/exhibits/damsimulation/ Piaget, J., & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.

6 THE STEM ROAD MAP FOR GRADES 6–8 Carla C. Johnson, Tamara J. Moore, Juliana Utley, Jonathan Breiner, Steven R. Burton, Erin E. Peters-Burton, Janet Walton, and Chea L. Parton

Overview of the 6–8 STEM Road Map This chapter will provide a detailed overview of the integrated STEM Road Map for the middle school grade levels 6–8. The STEM Road Map for grades 6–8 is anchored in the overarching five STEM themes that comprise the continuum of the STEM Road Map from K-12, which include: Cause and Effect, Innovation and Progress, The Represented World, Sustainable Systems, and Optimizing the Human Experience. Each STEM Road Map theme is designed to be a five-week sequence of integrated instruction where the theme and associated problem or project is implemented across core content areas. The STEM Road Map for grades 6–8 is designed to be delivered in an integrated fashion, meaning that it is not a curriculum that should be taught by one teacher (e.g. science, social studies, mathematics, language arts) in isolation. Rather, the STEM Road Map and associated STEM Road Map modules ref lect an integration of Common Core Mathematics, Common Core English/Language Arts, Next Generation Science Standards (NGSS), and the 21st Century Skills Framework and should be delivered by one or more lead teachers with other content areas making distinct ties to the project within their own curriculums as suggested in the maps and associated modules. The middle school level provides for the most authentic and facilitative setting for implementing the STEM Road Map. Students will quickly begin to see the connections across the disciplines and will also experience greater conceptual understanding of content taught in the various areas as they begin to apply their learning within the context of the real-world STEM projects in which they are engaged. Therefore, in the middle grades (6–8) there are clear and distinctive roles for all content areas (including art and music) in the inclusive, integrated STEM approach.

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STEM Themes in the 6–8 STEM Road Map The five overarching STEM themes continue to be reinforced and spiraled within the 6–8 STEM Road Map. Cause and Effect is the real-world STEM theme that consists of the dynamic relationships between various phenomena in the world. Students in grades 6–8 will explore motor sports, transportation, and Earth on the move within this STEM theme. The theme of Innovation and Progress relates to the various landmark developments driven by human ingenuity that have moved our society and understandings forward across generations. At the middle school level, topics in the STEM Road Map within Innovation and Progress include the effects of human impacts on climate, space travel, and medicine. The Represented World will take a look at the various models that humans have developed to make sense of the world around them. Students will explore topics including communication, genetic disorders, and learning from the past. In the Sustainable Systems STEM theme, students will be engaged in challenges including global water quality, populations, and minimizing human impact on the environment. The STEM Road Map theme of Optimizing the Human Experience focuses on innovations that have improved the quality of life. Students in grades 6–8 will investigate natural hazards, genetically modified organisms (GMOs) and the role of the Sun in life on Earth. Each of these topics will provide middle school students with an opportunity to be immersed in an authentic, problem- and project-based curriculum that spans across traditional content lines to bring engineering and technological design, scientific inquiry, and mathematical reasoning to life in the process of developing potential prototypes for innovations of the future. Further, 21st Century Skills will be part of the fabric of day-to-day instruction within the STEM Road Map at the middle level as students will further refine their abilities to leverage critical thinking, creativity, communication, collaboration, information, and media literacy, all while they continue to grow their talents in leadership and taking responsibility for their own learning. The STEM Road Map 6–8 provides teachers with an engaging focus for delivery of the curriculum through the motivating topics that are personal to student interests and experiences in middle school, while also challenging adolescents to consider some of our greatest challenges and propose potential innovative solutions for society.

The STEM Road Map for Sixth Grade This chapter is designed to build upon the experiences that students gained in the grades 3–5 STEM Road Map, but could also be used with students who have not yet received any component of this curriculum. In grades 3–5, students were presented with challenges such as developing a weather forecast, designing the transportation of the future, and conserving water, one of our most precious resources on Earth.

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In sixth grade, students will explore STEM Road Map theme inspired topics that align with grade-level academic content standards (e.g. Common Core, Next Generation Science Standards). The topics for sixth grade include: Amusement Parks, Human Impacts on Our Climate, Communication, Global Water Quality, and Natural Hazards. Each of these topics is organized around a challenge/problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 6.1). TABLE 6.1 Sixth Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Human Impacts on Our Climate

Student teams are challenged to develop a potential solution to one aspect of human activity that may contribute to global warming. In solving this PBL challenge, students will investigate the aspects of climate change driven by the rise in global temperatures over the past century. Given the technological capabilities of today, student teams will be challenged to produce a prototype of the amusement park of the future. Student teams will conduct research on the advancements in amusement parks from the world’s first fair to present including rides and games, as well as function in society, to inform their prototype. Student teams will design nested packages— small packages within large packages—for the purpose of repurposing a product or marketing it to a new user. Students will research the functions of packages, such as: protect, contain, identify, transport, stack and store, and provide information. Student teams will devise a potential product/solution to address challenges related to poor water quality and/or access to clean water for their assigned country.

LEAD Mathematics/ Science Innovation and Progress

Amusement of the Future LEAD Science/Social Studies

The Represented World

Communication

Sustainable Systems

Global Water Quality

Optimizing the Human Experience

LEAD ELA/ Mathematics

LEAD Science Natural Hazards LEAD Social Studies

Student teams will develop a natural hazard awareness and emergency preparedness plan specific to their selected country of interest. Second, teams will propose a potential new innovation that may enable people to either prepare for or deal with the aftermath of the event.

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Cause and Effect: Human Impacts on Our Climate In sixth grade, students will begin to grapple with some of the biggest challenges, and often debates, within and outside of the scientific community. In the Cause and Effect STEM Road Map theme for sixth grade, the focus is on human impacts on climate overall and the project asks students to specifically address global warming. In this project, students in science and mathematics class will investigate aspects of climate change driven by the rise in global temperatures over the past century and develop potential solutions that might address one aspect of human activity that has contributed to global climate change. This project will require students to conduct research on the potential causes of climate change, interview experts and others with understandings of this topic, use mathematical modeling and statistics to determine what steps have been taken to mitigate climate change, and develop their own prototype or solution using existing resources to address this global challenge. Table 6.2 provides a mapping of the content standards included in the Human Impacts on Our Climate PBL.

TABLE 6.2 STEM Road Map—Sixth Grade Cause and Effect Theme: Human Impacts

on Climate NGSS Performance Objectives

Common Core Mathematics

MS-ESS2-5 CCSS.Math. MS-ESS2-6 Practices MP1, MP2, MP3, MP4, MP5

Common Core Language Arts

21st Century Skills

Reading Standards CCSS.ELA RI.6.1 RI.6.4 RI.6.7

21st Century Themes: Global Awareness Environmental Literacy

MS-ESS3-5 CCSS.M.Content. Writing Standards 6.NS.C.8 CCSS.ELA W.6.1, W.6.1a, W.6.1b, W.6.1c, W.6.1e, W.6.2, W.6.2a, W.6.2b, W.6.2d, W.6.2f CCSS.M.Content. Speaking and 6.EE.C.9 Listening Standards CCSS.ELA SL.6.1, SL.6.1a, SL.6.1b, SL.6.1c, SL.6.2, SL.6.5, L.6.1

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy (Continued)

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TABLE 6.2 (Continued)

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

CCSS.M.Content. 6.SP.B.5a CCSS.M.Content. 6.SP.B.5b

21st Century Skills

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Innovation and Progress: Amusement of the Future Without a doubt, most adolescents have had some type of interaction or experience with amusement parks or local carnivals in their childhood. Therefore, the sixth grade topic of Amusement of the Future will serve as a motivating focus for instruction across this five-week sequence that is co-led by science and social studies disciplines in the STEM Road Map. The problem that students will be presented with in this PBL module is to work in teams to design a prototype of the amusement park of the future. Mathematics and English/language arts components of this project will include research on the historical origins and designs of amusement parks, development of a blueprint of the model (either on paper or using technology), building and testing a small-scale prototype, and developing a cost-benefit analysis for building and maintaining the park. This will include examining the potential impact on the local community where the amusement park will be situated. Finally, students will develop a marketing plan and an infomercial promoting their model with script and demonstration. The mapping of content standards associated within this theme/topic can be found in Table 6.3.

The Represented World: Communication In the last decade, the ability to communicate through the use of technology has grown exponentially; from Facebook to texting and Twitter to Instagram, adolescents are engaged in communicating every day and sometimes without one spoken word. In The Represented World, students will explore the realm of communication in sixth grade English/language arts and mathematics class. They will explore packaging (in particular nested packages) with the purpose of repurposing a product or marketing the product to a new user. Either of these will require high levels of communication through the packaging. Through this, they will also learn about the importance of gaining strong personal written and verbal communication skills. Persuasive writing will be one form of communication that will be emphasized in this module, as the students will have to

The STEM Road Map for Grades 6–8 101 TABLE 6.3 STEM Road Map—Sixth Grade Innovation and Progress Theme: Amusement

of the Future NGSS Common Core Performance Mathematics Objectives MS-PS3-1 MS-PS3-2 MS-PS3-4 MS-PS3-5

Common Core Language Arts

Reading Standards CCSS.ELA. RI.6.1 RI.6.4 RI.6.7 Writing Standards CCSS.ELA. W.6.1, W.6.1a, W.6.1b, W.6.1c, W.6.1e, W.6.2, W.6.2a, W.6.2b, W.6.2d, W.6.2f CCSS.M.Content. Speaking and Listening Standards 6.G.A.1 CCSS.M.Content. CCSS.ELA. SL.6.1, SL.6.1a, 6.G.A.3 SL.6.1b, SL.6.1c, SL.6.2, SL.6.5, L.6.1 CCSS.M.Content. 6.SP.B.5b

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6 CCSS.M.Content. 6.RP.A.3

21st Century Skills

21st Century Themes: Economic, Business, and Entrepreneurial Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

convince their client that their new product is marketable. As the students are required to think about nested packages (i.e. packages within packages), this module will require students to develop deep understandings of geometrical properties of three-dimensional shapes and engineering design, which is the focus of the science classroom component of this module. Success in the 21st century workplace and beyond hinges upon the ability to meld communication skills with their content skills. The mapping of content standards associated with this theme/topic can be found in Table 6.4.

Sustainable Systems: Global Water Quality Despite the numerous advances that have been made on Earth to move our society forward, humans still grapple with many challenges around the globe, including access to both an adequate water supply and clean water overall. In this

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TABLE 6.4 STEM Road Map—Sixth Grade The Represented World Theme: Communication

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

MS-ETS1-1 CCSS.Math.Practices Reading Standards MS-ETS1-2 MP1, MP4, MP5, CCSS.ELA. MS-ETS1-3 MP6 RI.6.4, RI.6.7 Writing Standards CCSS.M.Content. CCSS.ELA. 6.G.1 W.6.1, W.6.1a CCSS.M.Content. W.6.1b, W.6.1e 6.G.2 W.6.2, W.6.2a, CCSS.M.Content. W.6.3d, W.6.4 6.G.3 CCSS.M.Content. 6.G.4 Speaking and Listening Standards CCSS.ELA. SL.6.1, SL.6.1a, SL.6.1b, SL.6.1c, SL.6.2, SL.6.5, L.6.1

21st Century Skills

21st Century Themes: Environmental Literacy Health Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

sixth grade science-led unit, students will learn more about this international dilemma that civilizations face each and every day and the lengths to which some go in order to get access to water. As students learn about the historical context (social studies) of progress in global water quality, they will also be challenged to use their innovative thinking to devise potential future solutions to this issue. This will require considering materials, prototypes, cost-benefit analyses, and transportation methods that may provide much needed life resources to communities in various locations around the globe. Further, student teams will develop documentaries in English/language arts that will bring to light the daily struggle for access to water around the globe (see Table 6.5).

Optimizing the Human Experience: Natural Hazards Students in sixth grade will take a proactive stance to addressing natural hazards that our society faces on a regular basis, through an exploration of the realized

The STEM Road Map for Grades 6–8 103 TABLE 6.5 STEM Road Map—Sixth Grade Sustainable Systems Theme: Global Water

Quality NGSS Performance Objectives

Common Core Mathematics

MS-ESS2-4 CCSS.Math. Practices MP1, MP2, MP4

Common Core Language Arts

Reading Standards CCSS.ELA. RI.6.4 RI.6.7 MS-ESS3-1 CCSS.M.Content. Writing Standards 6.RP.A.1 CCSS.ELA. W.6.1, W.6.1a W.6.1b, W.6.1e W.6.2, W.6.2a, W.6.3d, W.6.4 CCSS.M.Content. Speaking and 6.RP.A.2 Listening Standards CCSS.ELA. SL.6.1, SL.6.1a, SL.6.1b, SL.6.1c, SL.6.2, SL.6.5, L.6.1 CCSS.M.Content. 6.RP.A.3.b CCSS.M.Content. 6.RP.A.3.c

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Health Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

impact of hazards such as hurricanes, tornadoes, earthquakes, tsunamis, volcanic eruptions, and flooding. Students will learn about the culture of populations that live in historically natural hazard zones and will develop an understanding of the benefits and risks that communities experience. Sixth graders will be challenged to conduct research on a selected country and learn more about the natural hazards that occur in that region with connections to science, mathematics, language arts, and the lead subject, social studies. Students will work in teams to develop emergency awareness and preparedness plans for their assigned setting. Teams will also develop a potential new innovation that may inform the population of an upcoming event and/or help a society deal with the aftermath of a natural hazard (see Table 6.6).

Sample STEM Careers in the Sixth Grade STEM Road Map Environmental scientists use their knowledge of natural sciences to protect the environment. They identify problems and find solutions that protect the health of

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TABLE 6.6 STEM Road Map—Sixth Grade Optimizing the Human Experience Theme: Natural Hazards

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Health Literacy Economic and Financial Literacy CCSS.M.Content. Writing Standards Learning and Innovation Skills: Creativity and Innovation 6.EE.B.6 CCSS.ELA. Critical Thinking and W.6.1, W.6.1a Problem Solving W.6.1b, W.6.1e Communication and W.6.2, W.6.2a, Collaboration W.6.3d, W.6.4 Information, Media and CCSS.M.Content. Speaking and Technology Skills: 6.EE.B.7 Listening Standards Information Literacy CCSS.ELA. Media Literacy SL.6.1, SL.6.1a, ICT Literacy SL.6.1b, SL.6.1c, SL.6.2, SL.6.5, L.6.1 CCSS.M.Content. Life and Career Skills: 6.EE.C.9 Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

MS-ESS3-2 CCSS.Math. Practices MP1, MP2, MP4

Reading Standards CCSS.ELA. RI.6.1 RI.6.4 RI.6.7

the environment and the people living in it. Environmental scientists often work in laboratories and offices, but also spend time in the environment they’re protecting. Environmental scientists need at least a bachelor’s degree in natural science. Environmental engineering technicians carry out the plans that environmental engineers develop. They test, operate, and, if necessary, modify equipment for preventing or cleaning up environmental pollution. They may collect samples for testing or work to identify the sources of environmental pollution. They typically work indoors, usually in laboratories. Employers in this field prefer that environmental engineering technicians have earned an associate’s degree. Architects plan and design buildings and other structures. Architects spend most of their time in offices, where they consult with clients, develop reports and drawings, and work with other architects and engineers. However, architects often visit construction sites to review the progress of projects. There are three main steps in becoming a licensed architect: earning a professional degree in

The STEM Road Map for Grades 6–8 105

architecture, gaining work experience through an internship, and passing the Architect Registration Exam. Civil engineers design and supervise large construction projects, including roads, buildings, airports, tunnels, dams, bridges, and systems for water supply and sewage treatment. Civil engineers generally work indoors in offices. However, they sometimes spend time outdoors at construction sites so they can monitor operations or solve problems at the site. Civil engineers need a bachelor’s degree and must be licensed in all states and the District of Columbia. Actuaries analyze the financial costs of risk and uncertainty. They use mathematics, statistics, and financial theory to assess the risk that an event will occur and to help businesses and clients minimize the cost of that risk. Most actuaries work in an office setting. Actuaries need a bachelor’s degree and must pass a series of exams to become certified professionals. They must have a strong background in mathematics, statistics, and business. Microbiologists study the growth, development, and other characteristics of microscopic organisms like bacteria. Microbiologists work in laboratories and offices where they conduct experiments. A bachelor’s degree in microbiology or a closely related field is needed for entry-level positions. Registered nurses take care of people with injury and illness as well as teach the public about health conditions and provide emotional support to patients and their families. Nurses work in hospitals, doctors’ offices, home healthcare, nursing homes, summer camps, schools, and also in the military. To become a registered nurse, an associate’s or bachelor’s degree is required as well as passing a national licensing exam. Statisticians use mathematical techniques to analyze and interpret data and draw conclusions. Although statisticians work mostly in offices, they may travel in order to supervise surveys or gather data. Some statisticians work for the government; many others work for private businesses. Most statisticians enter the occupation with a master’s degree in statistics, mathematics, or survey methodology, although a bachelor’s degree is sufficient for some entry-level jobs. Research and academic positions generally require an advanced degree (e.g., Ph.D. or Ed.D.). Advertising, promotions, and marketing managers plan programs to generate interest in a product or service. They work with art directors, sales agents, and financial staff members. About 24 percent of advertising and promotions managers worked for advertising agencies in 2012. About 16 percent of marketing managers worked in the management of companies and enterprises industry. A bachelor’s degree is required of most advertising promotions, and marketing management positions.

The STEM Road Map for Seventh Grade In seventh grade, students will explore STEM Road Map theme inspired topics that align with grade-level academic content standards (e.g., Common Core, Next Generation Science Standards). The topics for seventh grade include:

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TABLE 6.7 Seventh Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Transportation— Motorsports

Student teams are challenged to design a motorsports prototype vehicle that includes one new safety aspect from existing technologies and is powered by energy transformations. Student teams will research, design, and build a prototype of a human colony that could enable life in space on a selected planet or moon. Teams will need to harness light energy and chemically develop means to generate oxygen and water essential for life. Student teams will develop a proposed course of intervention for a selected genetic disorder, based on research that may provide some relief from symptoms associated with the disorder. Teams will develop informational materials (e.g. blogs, printed media) to disseminate to the public regarding their findings. Student teams will devise a model for counting populations of a given species on Earth and develop a formal presentation of the model for consideration by a panel of experts. Student teams will develop a documentary on the pros and cons of the use of GMOs as the main source of food for humans and other living things.

LEAD Science Innovation and Progress

Life in Space

The Represented World

Genetic Disorders

Sustainable Systems

Population Density

Optimizing the Human Experience

Genetically Modified Organisms (GMOs)

LEAD Science

LEAD ELA

LEAD Mathematics

LEAD Social Studies

Transportation—Motorsports, Space Travel, Genetic Disorders, Populations, and Genetically Modified Organisms (GMOs). Each of these topics is organized around a challenge/problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 6.7).

Cause and Effect: Transportation—Motorsports The seventh grade transportation—motorsports module is led by science. Students will take on the role of design engineers as they work in teams to design, within a set of design constraints, an innovative prototype vehicle powered by energy transformations. As they move through the module, students will investigate types of energy; energy transformations; the law of conservation of energy; the concepts of speed, friction, and aerodynamic drag; and the engineering design process. Students will learn about the history of the motorsports industry, safety standards, and how it has transformed the economy of the U.S. through NASCAR, IndyCar,

The STEM Road Map for Grades 6–8 107

and other racing associations. Mathematics is embedded throughout this module, which will culminate in the design project, The Automotive X-Challenge. Engineering, manufacturing, and motorsports careers are emphasized throughout the unit via videos, activities, and visits from industry professionals. Student teams will participate in a race day event in which cars will compete for speed and will present their design to industry professionals to be judged upon design, innovation, teamwork, and presentation quality (see Table 6.8).

Innovation and Progress: Life in Space Advancements in space travel have taken place at a very rapid pace since the first astronaut landed on the moon. Within the last decade we have seen the closure of the U.S. space shuttle program and NASA has focused their work more toward TABLE 6.8 STEM Road Map—Seventh Grade Cause and Effect Theme: Transportation— Motorsports

NGSS Common Core Performance Mathematics Objectives MS-PS2-1 MS-PS2-2 MS-PS2-3 MS-PS2-5

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5 MP6, MP7, MP8 CCSS.M.Content. 7.RP.A.1 CCSS.M.Content. 7.RP.A.2 CCSS.M.Content. 7.NS.A.3

Common Core Language Arts

21st Century Skills

Reading Standards CCSS.ELA. RI.7.1 RI.7.7

21st Century Themes: Global Awareness, Financial, Economic, Business, and Entrepreneurial Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Writing Standards W.7.1, W.7.1a W.7.2, W.7.2a, W.7.2.b W.7.6 W.7.7 W.7.8 W.7.9 CCSS.M.Content. Speaking and Listening Standards 7.EE.B.3 CCSS.M.Content. SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c, 7.EE.B.4 SL.7.1d, SL.7.3 SL.7.4 SL.7.5

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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exploration of Mars and other aspects of our galaxy. In this sixth grade science-led module, students will gain an understanding of some historical aspects of space travel (social studies) and will also research current advances to design and create a prototype of a habitat that could be created on another viable planet or moon in our solar system that would support human colonization. Teams will investigate light and sound, chemical properties, and the scale of the universe as they consider design possibilities for their colony. Students will read a variety of texts in English/language arts focused on space exploration and gather information from a variety of online sources to support the development of their research for this project. In mathematics, modeling will be used to determine the feasibility of models in regards to space travel, light years, and the timeline for inhabiting the colony (see Table 6.9).

The Represented World: Genetic Disorders Traditionally, students in middle school have not had the opportunity to explore genetics beyond learning about Punnett Squares and learning about genetic traits TABLE 6.9 STEM Road Map—Seventh Grade Innovation and Progress: Life in Space

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

Reading Standards CCSS.ELA. RI.7.8 RI.7.9 Writing Standards CCSS.ELA. W.7.1, W.7.1a W.7.1b, W.7.1c W.7.1e, W.7.2, W.7.2a, W.7.2b, W.7.2d, W.7.3.c W.7.6 W.7.7 W.7.8 W.7.9 MS-PS4-2 CCSS.Math.Content. Speaking Standards 7.EE.A.1 CCSS.ELA. SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c, SL.7.1d, SL.7.3, SL.7.4, SL.7.5

MS-PS1-1 MS-PS1-5

CCSS.Math.Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7 MS-ESS1-2 CCSS.Math.Content. MS-ESS1-3 7.NS.A.1 CCSS.Math.Content. 7.NS.A.2 CCSS.Math.Content. 7.NS.A.3

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Health Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy (Continued)

The STEM Road Map for Grades 6–8 109 TABLE 6.9 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math.Content. 7.EE.B.3 CCSS.Math.Content. 7.EE.B.4a

CCSS.M.Content. 7.RP.A.1 CCSS.M.Content. 7.RP.A.2

at a surface level. In this seventh grade module, students will work in teams to select a genetic disorder based upon their own interests and engage in research to learn about historical, homeopathic, and proposed treatments and remedies for symptoms of the disorder. The knowledge that each team gains from their work will be communicated to the public through the development of technology-based communication tools. English/language arts class is the lead discipline for this module in the STEM Road Map, where students will conduct important research and learn how to analyze sources to gather information that will serve as the basis for their course of intervention. In science, students will learn about genetic traits and disorders. In mathematics, students will use a variety of ways to model genetic traits including the mathematically based Punnett Squares (see Table 6.10).

Sustainable Systems: Population Density There are many STEM fields that require out of the box thinking on a regular basis. In agriculture, it is often difficult to conduct an exact count of livestock TABLE 6.10 STEM Road Map—Seventh Grade The Represented World Theme: Genetic

Disorders NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

MS-LS4-6 CCSS.Math.Practices Reading Standards 21st Century Themes: Global Awareness M1, M2, M3, M4, CCSS.ELA. Environmental Literacy M5 RI.7.8 RI.7.9 (Continued)

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TABLE 6.10 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

MS-LS3-1 CCSS.Math.Content. Writing Standards MS-LS3-2 7.NS.A.3 CCSS.ELA. W.7.1, W.7.1a W.7.1b, W.7.1c W.7.1e W.7.2, W.7.2a, W.7.2b, W.7.2d, W.7.3.c W.7.6 W.7.7 W.7.8 W.7.9 MS-LS4-3 CCSS.Math.Content. Speaking Standards CCSS.ELA. MS-LS4-4 7.SP.A.1 CCSS.Math.Content. SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c, 7.SP.A.2 SL.7.1d, SL.7.3, SL.7.4, SL.7.5 MS-LS1-4

21st Century Skills

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

due to the size of the area that the animals inhabit. Similarly, obtaining an accurate count of animals in the wild is a challenge. Population density refers to the application of mathematical modeling to measure a given population within a targeted area or region. As a matter of fact, population density is used often to examine human populations around the globe and is a concept within the realm of social studies as well. In this challenge, student teams will devise a model for counting populations of a given species on Earth and develop a formal presentation of their models for consideration by a panel of experts. As an extension, in science class, students will examine ecosystems and populations of living things (non-human). In social studies, students will explore global populations and relationships between population density and access to goods/services with an economic and geographical lens. In English/language arts, students will read relevant literature focused on the aforementioned issues and apply new knowledge to their model (see Table 6.11).

The STEM Road Map for Grades 6–8 111 TABLE 6.11 STEM Road Map—Sustainable Systems Theme: Population Density

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

MS-LS1-6 MS-LS1-7

CCSS.Math.Practices MP1, MP2, MP3, MP4, MP5, MP6, MP8

Reading Standards CCSS.ELA. RI.7.8 RI.7.9

MS-LS2-1 MS-LS2-2 MS-LS2-3 MS-LS2-4

Writing Standards CCSS.ELA. W.7.1, W.7.1a W.7.1b, W.7.1c W.7.1e W.7.2, W.7.2a, W.7.2b, W.7.2d, W.7.3.c W.7.6 W.7.7 W.7.8 W.7.9 CCSS.Math.Content. Speaking Standards 7.SP.B.4 CCSS.ELA. SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c, SL.7.1d, SL.7.3, SL.7.4, SL.7.5

21st Century Themes: Global Awareness Environmental Literacy Civic Literacy Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

CCSS.Math.Content. 7.SP.A.1 CCSS.Math.Content. 7.SP.A.2

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Optimizing the Human Experience: Genetically Modified Organisms There are many nations on Earth that struggle each day with access to a sufficient food supply. The challenges of generating adequate food supply and developing pest-resistant plants sparked the field of genetically modified organisms, or GMOs. However, there are growing concerns about the impact of genetically engineered plants and animals on human health. In this seventh grade social studies-led module, student teams will investigate the pros and cons of GMOs and will develop a

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documentary focused on communicating the health, social, and economic aspects of GMO production and consumption. In science class, students will learn about genetic factors that influence the growth of organisms, as well as basic cell structure and function. Students will explore the costs and benefits of GMO use in mathematics while developing mathematical models to grow further understandings. Finally, students will work in English/language arts on the development of the communication that will be the basis of the documentary and learn how to persuasively relay their ideas in a convincing manner (see Table 6.12).

TABLE 6.12 STEM Road Map—Seventh Grade Optimizing the Human Experience

Theme: Genetically Modified Organisms NGSS Common Core Performance Mathematics Objectives

Reading Standards CCSS.ELA. RI.7.1 RI.7.4 RI.7.8 RI.7.9 MS-LS2-5 CCSS.Math.Content. Writing Standards 7.RP.A.2c CCSS.ELA. W.7.1, W.7.1a W.7.1b, W.7.1c W.7.1e, W.7.2, W.7.2a, W.7.2b, W.7.2d W.7.3.c W.7.6 W.7.7 W.7.8 W.7.9 MS-LS4-5 CCSS.Math.Content. Speaking Standards CCSS.ELA. 7.NS.A.1d CCSS.Math.Content. SL.7.1, SL.7.1a, SL.7.1b, SL.7.1c, 7.NS.A.3 SL.7.1d, SL.7.2, SL.7.3, SL.7.4, SL.7.5, SL.7.6 CCSS.Math.Content. 7.EE.B.3 MS-LS1-2 MS-LS1-3 MS-LS1-5 MS-LS1-8

CCSS.M.Practices MP1, MP3

Common Core Language Arts

21st Century Skills

21st Century Themes: Global Awareness Health Literacy Civic Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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Sample STEM Careers in the Seventh Grade STEM Road Map Biomedical engineers analyze and design solutions to problems in biology and medicine, with the goal of improving the quality and effectiveness of patient care. Biomedical engineers work in manufacturing, universities, hospitals, research facilities of companies, and educational and medical institutions. Biomedical engineers typically need a bachelor’s degree in biomedical engineering from an accredited program to enter the occupation. Alternatively, they can get a bachelor’s degree in a different field of engineering and then either get a graduate degree in biomedical engineering or get on-the-job training in biomedical engineering. Microbiologists study the growth, development, and other characteristics of microscopic organisms like bacteria. Microbiologists work in laboratories and offices where they conduct experiments. A bachelor’s degree in microbiology or a closely related field is needed for entry-level positions. Food scientists work to maintain agricultural productivity and food safety. Most food scientists work in research universities, industry, or the federal government in laboratories, offices, and the field. Food scientists need to have earned at least a bachelor’s degree, but many have master’s degrees and Ph.Ds. Environmental scientists use their knowledge of natural sciences to protect the environment. They identify problems and find solutions that protect the health of the environment and the people living in it. Environmental scientists often work in laboratories and offices, but also spend time in the environment they’re protecting. Environmental scientists need at least a bachelor’s degree in natural science. Cost estimators collect and analyze data to estimate the time, money, resources, and labor required for product manufacturing, construction projects, or services. Some specialize in a particular industry or product type. Although cost estimators generally work in central offices, they often visit factory floors or construction sites. A bachelor’s degree is generally needed for entering the field. Aerospace engineers design aircraft, spacecraft, satellites, and missiles. They also test prototypes to make sure that they function according to design. Aerospace engineers are employed in industries whose workers design or build aircraft, missiles, systems for national defense, or spacecraft. Aerospace engineers are employed primarily in analysis and design, manufacturing, industries that perform research and development, and the federal government. Aerospace engineers must have a bachelor’s degree in aerospace engineering or another field of engineering or science related to aerospace systems. Some aerospace engineers work on projects that are related to national defense and thus require security clearances. Database administrators use software to store and organize data, such as financial information and customer shipping records. They make sure that data are available to users and are secure from unauthorized access. Database administrators work in many types of industries including insurance companies, banks, and hospitals. A bachelor’s degree in information or computer-related subjects is commonly required. Logisticians analyze and coordinate an organization’s supply chain (i.e. the system that moves a product from supplier to consumer). They manage the entire

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life cycle of a product, which includes how a product is acquired, distributed, allocated, and delivered. Logisticians work in nearly every industry. The job can be stressful due to the fast pace of logistical work. Although an associate’s degree may be sufficient for some logistician jobs, a bachelor’s degree is typically required for most positions. Economists study the production and distribution of resources, goods, and services by researching trends, analyzing data, and evaluating economic issues. Although the majority of economists work independently in an office, some collaborate with other economists and statisticians. Most economists need a master’s or doctoral degree; however, some entry-level positions (especially in the federal government) require a bachelor’s degree.

The STEM Road Map for Eighth Grade The eighth grade year will engage students in exploring STEM Road Map theme generated topics that also align with grade-level academic content standards (e.g. Common Core, Next Generation Science Standards) which include: Earth on the Move, Medicine, Learning from the Past, Minimizing our Impact, and The Role of the Sun in Life on Earth. Each of these topics is organized around a challenge/ problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 6.13). TABLE 6.13 Eighth Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Earth on the Move

Student teams will develop and propose a model, based on evidence with an alternative explanation for the changes observed on Earth (plate tectonic theory). Student teams will propose an alternative course of treatment for a persistent disease/ disorder in humans or animals (healthcare engineering). Given the current state of infrastructure decay, student teams will develop a decision model for the local Department of Transportation on how to choose what type of bridge to construct when provided with information about the span length, application, use information, etc. Student teams will design and develop/ modify an existing prototype or innovative idea that could be leveraged to maximize the supply of natural resources on Earth.

LEAD Science Innovation and Progress

Medicine

The Represented World

Learning from the Past

LEAD English/LA

LEAD Mathematics

Sustainable Systems

Minimizing our Impact LEAD Social Studies

(Continued)

The STEM Road Map for Grades 6–8 115 TABLE 6.13 (Continued)

STEM Theme

Topic

Problem/Challenge

Optimizing the Human Experience

The Role of the Sun in Life on Earth

Student teams will develop a prototype of a machine that would harness thermal energy and convert it for a needed use of society.

LEAD Science

Cause and Effect: Earth on the Move Our dynamic Earth that we inhabit is comprised of plates of crust that make up the lithosphere. Over time, these plates, which float on a sea of molten lava underneath, have moved ever so slowly. This continual movement has resulted in some observable changes and events on Earth, including earthquakes, volcanic eruptions, and mountain formation. In eighth grade, students will evaluate existing theories and data available to propose a model comprised of an alternate explanation for plate movement. This module is led by science, where students will examine various aspects of plate tectonic theory. Mathematical practices will be emphasized in this module, along with how the movement of the Earth has impacted communities for decades (social studies), including the recent (2014) eruption of Kilauea in Hawaii. In English/language arts, students will engage in conversations as they evaluate their sources and work to develop the presentation of their model (see Table 6.14). TABLE 6.14 STEM Road Map—Eighth Grade Cause and Effect Theme: Earth on the Move

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

MS-ESS2-1 CCSS.Math.Practices Reading Standards MS-ESS2-2 MP1, MP2, MP4 CCSS.ELA. MS-ESS2-3 RL.8.1 RI.8.9 CCSS.Math.Content. Writing Standards CCSS.ELA. 8.EE.A.4 CCSS.Math.Content. RW.8.1, RW.8.1a RW.8.1b, RW.8.1c 8.EE.B.5 RW.8.1e RW.8.2, RW.8.2b RW.8.2c, RW.8.2d RW.8.3a, RW.8.3d, RW.8.6 RW.8.7 RW.8.8

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

(Continued)

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TABLE 6.14 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

CCSS.Math.Content. Speaking and 8.G.C.9 Listening Standards CCSS.ELA. SL.8.1, SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d, SL.8.2 SL.8.3 SL.8.4 SL.8.5 SL.8.6 CCSS.Math.Content. 8.SP.A.1 CCSS.Math.Content. 8.SP.A.4

21st Century Skills

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Innovation and Progress: Medicine Each day new understandings and innovations are discovered in the field of medicine. Technological advances as well as years of research and development have moved our society forward in the diagnosis and approaches for mitigating medical issues. It is important for students to learn about the extensive work that has been conducted in this area and to also learn that many of the treatments of the future have yet to be revealed. In this module, eighth graders will choose a persistent disease and/or disorder in humans and conduct research to propose an alternative course of treatment. This module is led by English/language arts where students will focus on reading technical reports focused on medicine and the challenges with access to appropriate treatments for humans in various parts of the world. In social studies, students will learn about the inequity in access to healthcare in Third World countries. In science, students will examine chemical structures and molecules to learn more about the chemistry behind drug discovery. In mathematics, students will work to solve equations and convert fractions as applied in the field of medicine (see Table 6.15).

The Represented World: Learning from the Past This unit will focus on addressing the real problems of today’s society through the lens of the past. In science, students will examine observable changes in rocks and fossils to interpret the past. The challenge for this module is led by mathematics

The STEM Road Map for Grades 6–8 117 TABLE 6.15 STEM Road Map—Eighth Grade Innovation and Progress Theme: Medicine

NGSS Common Core Performance Mathematics Objectives MS-LS1-3 MS-LS1-5

Common Core Language Arts

CCSS.Math.Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP4, MP5 RL.8.1 RI.8.9 MS-LS4-5 CCSS.Math.Content. Writing Standards 8.EE.A.1 CCSS.ELA. RW.8.1, RW.8.1a RW.8.1b, RW.8.1c RW.8.1e RW.8.2, RW.8.2b RW.8.2c, RW.8.2d RW.8.3a, RW.8.3d, RW.8.6 RW.8.7 RW.8.8 CCSS.Math.Content. Speaking and 8.EE.B.5 Listening Standards CCSS.ELA. SL.8.1, SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d SL.8.2 SL.8.3 SL.8.4 SL.8.5 SL.8.6 CCSS.Math.Content. 8.EE.C.7b

21st Century Skills

21st Century Themes: Global Awareness Health Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

and is focused on infrastructure decay, specifically the state of bridges in the U.S. With recent bridge collapses (i.e., Minnesota bridge), much debate has ensued regarding the maintenance of bridges and, when building, examining designs that will prove to be more sustainable over time. Student teams will develop a decision model, grounded in engineering, for the local Department of Transportation on how to select bridge design aligned with appropriate span length, application, use information, and other important data. In social studies, students will learn about how infrastructure such as roads and bridges has helped to move their geographic region forward. In English/language arts, students will work

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to develop a written proposal that articulates key components of their decision model (see Table 6.16).

Sustainable Systems: Minimizing our Impact As our world continues to move forward with new innovations and solutions to challenges, a delicate balance must be maintained to ensure the footprint on our Earth and the natural resources and surroundings is minimized. There are thousands TABLE 6.16 STEM Road Map—Eighth Grade The Represented World Theme: Learning from the Past

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

MS-ESS1-4 CCSS.Math.Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8 MS-LS4-1 CCSS.Math.Content. MS-LS4-2 8.EE.A.1

Reading Standards CCSS.ELA. RL.8.1 RI.8.9

21st Century Themes: Global Awareness Environmental Literacy Financial, Economic, Business, and Entrepreneurial Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Writing Standards CCSS.ELA. RW.8.1, RW.8.1a RW.8.1b, RW.8.1c RW.8.1e RW.8.2, RW.8.2b RW.8.2c, RW.8.2d RW.8.3a, RW.8.3d, RW.8.6 RW.8.7 RW.8.8 CCSS.Math.Content. Speaking and 8.EE.B.5 Listening Standards CCSS.ELA. SL.8.1, SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d SL.8.2 SL.8.3 SL.8.4 SL.8.5 SL.8.6 CCSS.Math.Content. 8.EE.C.7b CCSS.Math.Content. 8.F.B.5

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

The STEM Road Map for Grades 6–8 119

of STEM careers that are tied directly or indirectly to preserving our environment. Increasingly, debates in the U.S. have focused on alternative forms of energy and sources for food and water. In eighth grade, students will consider this ongoing and persistent dilemma as they consider existing products, techniques, and models that are focused on minimizing our impact. Student teams will be challenged to research, design, and develop either a new prototype or modify an existing one to maximize our supply of a natural resource. This module is led by social studies; therefore, students will examine resources in the U.S. specifically and develop plans to lower our dependence on fossil fuels. In science, students will learn about the variety of forms of alternative energy and current human consumption of natural resources overall. In mathematics, students will utilize mathematical modeling and conduct calculations to produce data to base their prototypes on. In English/ language arts, students will read a variety of texts and online sources of information as they engage in research on this topic (see Table 6.17). TABLE 6.17 STEM Road Map—Eighth Grade Sustainable Systems Theme: Minimizing

our Impact NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

MS-ESS3-3 CCSS.Math.Practices Reading Standards MS-ESS3-4 MP1, MP2, MP3, CCSS.ELA. MP4, MP5 RL.8.1 RI.8.9 MS-PS1-3 CCSS.Math.Content. Writing Standards CCSS.ELA. 8.F.B.4 CCSS.Math.Content. RW.8.1, RW.8.1a RW.8.1b, RW.8.1c 8.F.B.5 RW.8.1e RW.8.2, RW.8.2b RW.8.2c, RW.8.2d RW.8.3a, RW.8.3d RW.8.6 RW.8.7 RW.8.8 Speaking and Listening Standards CCSS.ELA. SL.8.1, SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d SL.8.2 SL.8.3 SL.8.4 SL.8.5 SL.8.6

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

(Continued)

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TABLE 6.17 (Continued)

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Optimizing the Human Experience: The Role of the Sun in Life on Earth The final module in eighth grade will focus on the longstanding role of the Sun in life on Earth. This will include learning about how the Sun has been important in cultural ways, seasonal considerations, and as a primary source of sustaining life on Earth. Student teams will be asked to utilize engineering design to develop a prototype of a machine that can harness thermal energy and convert it for a needed use of society. The lead discipline for this module is science and students will learn specifically about thermal energy and will research potential uses for this resource. In mathematics, for example, students will construct a function to model a linear relationship to determine the rate of change. In social studies, students will explore cultural and geographical connections to the Sun and how this has impacted various populations around the globe on a daily basis. In English/language arts, students will develop their writing skills through crafting a paper on the importance of exploring solar energy as a potential source of energy for the future (see Table 6.18).

Sample STEM Careers in the Eighth Grade STEM Road Map Medical sonographers use special equipment to assess and diagnose various medical conditions. Most medical sonographers work in hospitals though some might work in doctors’ offices. A bachelor’s degree, as well as a formal certificate in medical sonography, is required to be a medical sonographer. Construction managers plan, coordinate, budget, and supervise construction projects from early development to completion. Although many construction managers work from a main office, most work out of a field office at the construction

The STEM Road Map for Grades 6–8 121 TABLE 6.18 STEM Road Map—Eighth Grade Optimizing the Human Experience

Theme: The Role of the Sun in Life on Earth NGSS Common Core Performance Mathematics Objectives MS-PS1-4 MS-PS1-6

Common Core Language Arts

CCSS.Math.Practices Reading Standards MP1, MP2, MP3, CCSS.ELA. MP5 RL.8.1 RI.8.9

MS-PS3-3 CCSS.Math.Content. Writing Standards 8.F.B.4 CCSS.ELA. RW.8.1, RW.8.1a RW.8.1b, RW.8.1c RW.8.1e RW.8.2, RW.8.2b RW.8.2c, RW.8.2d RW.8.3a, RW.8.3d, RW.8.6 RW.8.7 RW.8.8 CCSS.Math.Content. Speaking and Listening Standards 8.EE.C.8c CCSS.Math.Content. CCSS.ELA. SL.8.1, SL.8.1a, 8.EE.C.7b SL.8.1b, SL.8.1c, SL.8.1d, SL.8.2, SL.8.3, SL.8.4, SL.8.5, SL.8.6 CCSS.Math.Content. 8.EE.B.5

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy Financial, Economic, Business, and Entrepreneurial Literacy Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

site where they monitor the project and make daily decisions about construction activities. Employers increasingly prefer candidates with both work experience and a bachelor’s degree in a construction-related field (i.e., construction management). However, some construction managers may qualify by working many years in a construction trade. Certification, although not required, is becoming increasingly important. Carpenters construct and repair building frameworks and structures—such as stairways, doorframes, partitions, and rafters—made from wood and other materials. They also may install kitchen cabinets, siding, and drywall. Because

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carpenters are involved in many types of construction, from building highways and bridges to installing kitchen cabinets, they may work both indoors and out. Although most carpenters learn their trade through a formal apprenticeship, some learn on the job, starting as a helper. Environmental engineering technicians carry out the plans that environmental engineers develop. They test, operate, and, if necessary, modify equipment for preventing or cleaning up environmental pollution. They may collect samples for testing or work to identify the sources of environmental pollution. They typically work indoors, usually in laboratories. Employers in this field prefer that environmental engineering technicians have earned an associate’s degree. Software developers are the creative minds behind computer programs. Some develop the applications that allow people to do specific tasks on a computer or other device. Others develop the underlying systems that run the devices or control networks. Many software developers work for computer systems design and related services firms or software publishers. Others work in computer and electronic product manufacturing industries. Software developers usually have a bachelor’s degree in computer science and strong computer-programming skills. Lobbyists (political scientists) research and analyze political ideas, policies, political trends, and related issues in order to work with senators and congressmen to pass policies and laws regarding certain issues. Lobbyists sometimes work overtime to finish reports and meet deadlines. Entry-level education required for this position is a master’s degree. Historians research, analyze, interpret, and present the past by studying a variety of historical documents and sources. They work in government agencies, museums, archives, historical societies, research organizations, and consulting firms. Some must travel to carry out research. Most historian positions require a master’s degree; some research positions require a doctoral degree. Semiconductor processors are workers who oversee the manufacturing process of solar cells. Semiconductors act as conductors of electricity and semiconductor processors oversee their manufacture including the repair and maintenance of machinery. They test completed cells and perform diagnostic tests to make sure the cells work properly. Most production workers are trained on the job and gain expertise with experience; however, some positions may require formal training programs or apprenticeships or college degrees for production managers. Geoscientists study the physical aspects of the Earth, such as its composition, structure, and processes to learn about its past, present, and future. Most split their time between working in offices and labs and working outdoors. Doing research and investigations outdoors is commonly called fieldwork and can require extensive travel to remote locations and irregular working hours. Most geoscientist jobs require at least a bachelor’s degree. In several states, geoscientists may need a license to offer their services to the public.

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Summary This chapter presented the STEM Road Map for grades 6–8 as an engaging, real-world approach to integration of core content areas for implementation in middle school. With the use of this tool, instruction can be transformed into coordinated modules of instruction which require teams of students to grapple with global and local challenges and problems as they master the content for their grade level, along with skills and habits of mind necessary for success in careers of the future. In the next chapter, the spiraling approach of the STEM Road Map will continue with a presentation of an integrated approach for delivery of traditional high school coursework.

Sample Module A complete STEM Road Map seventh grade Transportation—Motorsports module is included in Appendix A. More modules are under development and will be made available in the near future.

7 THE STEM ROAD MAP FOR GRADES 9–12 Erin E. Peters-Burton, Padmanabhan Seshaiyer, Stephen R. Burton, Jennifer Drake-Patrick, and Carla C. Johnson

Overview of the 9–12 STEM Road Map This chapter will provide a detailed overview of the integrated STEM Road Map for the high school grade levels 9–12. The STEM Road Map for grades 9–12 continues to be anchored in the overarching five STEM themes which include: Cause and Effect, Innovation and Progress, The Represented World, Sustainable Systems, and Optimizing the Human Experience. Each STEM Road Map theme is designed as a five-week sequence, including integrated instruction where the theme and associated problem or project is implemented across core content areas. High school teachers may not be as familiar with integrated content as elementary teachers; therefore, guidance for ways to integrate different disciplines is included in this chapter. It is understood that high school teachers have areas of specialization such as earth science, chemistry, biology, and physics, in addition to their understanding of science in general. This is taken into account in designing the STEM Road Map, which focuses mainly on earth science in ninth grade, biology in tenth grade, chemistry in eleventh grade, and physics in twelfth grade. However, the curriculum in the STEM Road Map is flexible, and can be moved from year to year based on the need of the students, teachers, and school organizations. The STEM Road Map for grades 9–12 is designed to be delivered in an integrated fashion. High school teachers may take several approaches to integrating content throughout instruction, such as enlisting colleagues from other disciplines (e.g. science, social studies, mathematics, language arts) to insert instruction into the teacher’s lessons or to have colleagues continue to build the theme through lessons in other classrooms to reinforce learning. The STEM Road Map and associated STEM Road Map modules reflect an integration of Common

The STEM Road Map for Grades 9–12 125

Core Mathematics, Common Core English/Language Arts, Next Generation Science Standards (NGSS), and the 21st Century Skills Framework and should be delivered by one lead teacher with other content areas making distinct ties to the project within their own curriculums as suggested in the maps and associated modules. Implementation of the STEM Road Map at the high school level is critical because high school students are equipped with ample background knowledge and skills, positioning them to make rich contributions and connections while engaging with problem-based learning (PBL) scenarios. Working across disciplines enhances students’ ability to gain deeper conceptual understanding of the content and the PBL scenarios encourage students to apply and evaluate their learning within the context of real-world STEM projects. Even in the high school grades (9–12) all content areas (including art and music) play an important role in the inclusive, integrated STEM approach.

STEM Themes in the 9–12 STEM Road Map The five overarching STEM themes continue to be reinforced and spiraled within the 9–12 STEM Road Map. Cause and Effect is the real-world STEM theme that consists of the dynamic relationships between various phenomena in the world. Students in grades 9–12 will explore formation of the Earth, biodiversity, conservation of matter in the universe, and electromagnetic radiation within this STEM theme. The theme of Innovation and Progress relates to the various landmark developments driven by human ingenuity that have moved our society and understandings forward across generations. At the high school level, topics in the STEM Road Map within the theme of Innovation and Progress include erosion and weathering management, environmental management, designing new materials, and communications technologies. The Represented World will take a look at the various models that humans have developed to make sense of the world around them. Students will explore topics including global models and their uses, modeling ecosystems, modeling energy in chemistry, and the use of models for prediction. In the Sustainable Systems STEM theme, students will be engaged in challenges including vital systems of the Earth, survival and reproduction, chemistry of plants, and human influence on the Earth’s energy flow. The STEM Road Map theme of Optimizing the Human Experience focuses on innovations that have improved the quality of life. Students in grades 9–12 will investigate evaluating human impact on nature, rebuilding the natural environment, developing and maintaining resources, and natural occurrences and their impact on humans. Each of these topics will immerse high school students in an authentic, problem- and project-based curriculum that spans across traditional content barriers, bringing engineering and technological design, scientific inquiry,

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and mathematical reasoning to life through the process of developing potential prototypes for future innovations. Further, 21st Century Skills, such as critical thinking, creativity, communication, collaboration, information, and media literacy, will be emphasized daily within the STEM Road Map as students continue to develop their skills in leadership and responsibility for their own learning. The STEM Road Map 9–12 builds on skills and knowledge learned in elementary and middle school by including compelling topics that require analysis, synthesis, and evaluation of information in order to reach a conclusion. Additionally, the STEM Road Map 9–12 gives students responsibility for their own learning and promotes meaningful learning in authentic, relevant contexts that help students connect their existing knowledge with new knowledge and skills.

The STEM Road Map for Ninth Grade In middle school, students learned about Amusement Parks, Human Impacts on Our Climate, Communication, Global Water Quality, Natural Hazards, Transportation, Space Travel, Genetic Disorders, Populations, Genetically Modified Organisms (GMOs), Earth on the Move, Medicine, Learning from the Past, Minimizing our Impact, and The Role of the Sun in Life on Earth. The skills and knowledge that students acquired through their work in middle school will continue to be built upon by iteratively connecting topics to the five themes. In ninth grade, students will explore STEM Road Map theme inspired topics that align with grade-level academic content standards (e.g. Common Core, Next Generation Science Standards). The topics for ninth grade include: Formation of the Earth, Erosion and Weathering Management, Global Models and their Uses, Vital Systems of the Earth, and Evaluating Human Impact on Nature. Each topic is organized around a challenge/problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 7.1). TABLE 7.1 Ninth Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Formation of the Earth

Student teams will create a multimedia production for use by an environmental consulting firm that relates how Earth’s internal processes operate, including interactions involving water, to evidence from ancient Earth materials, meteorites, and other planetary surfaces to explain how Earth’s formation and early history have led to current processes on Earth.

LEAD Science

(Continued)

The STEM Road Map for Grades 9–12 127 TABLE 7.1 (Continued)

STEM Theme

Topic

Problem/Challenge

Innovation and Progress

Erosion and Weathering Management

Landslides have become more commonplace in various areas of the U.S. Students are challenged to examine an occurrence of erosion that led to a landslide or sinkhole and construct a policy brief based upon research into how erosion, weathering, and deposition occur. In the brief, student teams should propose a solution or mitigation plan for these challenges based on prioritized criteria and trade-offs. Student teams will choose and analyze a major global challenge, including the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere, to specify qualitative and quantitative criteria and constraints for solutions for society, indicating needs and wants. Student teams will synthesize this information in a model expressed in an infographic. Systems are interconnected and often one change can influence the whole. In this challenge, students will be assigned to investigate one change within the Earth’s surface system that has had various impacts associated with it. Teams will explore this on a local and global scale and will develop a documentary video that will detail the pros and cons of this change. Student teams will be challenged to develop a prototype or a model of a technological innovation that could reduce the impact of human activities on natural systems, including a detailed plan for testing the prototype and taking the innovation to market.

LEAD Social Studies

The Represented Global Models and World their Uses LEAD Science

Sustainable Systems

Vital Systems of the Earth LEAD English Language Arts

Optimizing the Human Experience

Evaluating Human Impact on Nature LEAD Social Studies or Science or English/ Language Arts

Cause and Effect: Formation of the Earth By ninth grade, students most likely have formed some ideas about the early history of the Earth, but have not yet connected the theory about the formation of the Earth to the current processes taking place. In this project, students will use their prior knowledge of early Earth formation, but will learn more about the progression of processes such as interactions involving water, erosion, transportation, deposition, convection, and Earth’s materials, to explain how the formation and early history have led to current processes on the Earth, and to develop a multimedia presentation for an environmental consulting firm to foresee how events and processes affect the Earth’s surface. Students will research how geologists

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and other Earth science professionals gather information about very old and very slow phenomena in order to formulate and support their claims about the connections between formation and current processes. Two motivational components are built into this project: connecting to prior knowledge and designing a multimedia project for an environmental consulting firm. Not only will students acquire new knowledge on the topic, but they will also learn new skills in communicating the information effectively through different media such as audio, video, diagrams, and narrative (see Table 7.2). TABLE 7.2 STEM Road Map—Ninth Grade Cause and Effect Theme: Formation of the Earth

NGSS Common Core Common Core Performance Mathematics Language Arts Objectives HS-PS2-1

CCSS.Math. Practices MP1, MP3, MP5, MP6, MP8

HS-ESS1-2 CCSS.Math. HS-ESS1-6 Content. HSNVM.B.4b

HS-ESS2-1 CCSS.Math. HS-ESS2-5 Content. HSNVM.B.4c

HS-ETS-3

CCSS.Math. Content. HSNVM.B.4a

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.7 RI.9-10.8 RI.9-10.10 Writing Standards CCSS.ELA. W.9-10.1a. W.9-10.1b, W.910.1c, W.9-10.1d, W.9-10.1e W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.4 W.9-10.6 W.9-10.8 W.9-10.10 Speaking and Listening Standards CCSS.ELA. SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6 Language Standards CCSS.ELA. L.9-10.2 L.9-10.6

21st Century Skills

21st Century Themes: Global Awareness

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

The STEM Road Map for Grades 9–12 129

Innovation and Progress: Erosion and Weathering Management In the Erosion and Weathering Management PBL, students will apply what they learned about erosion, transportation, and deposition of Earth’s materials from the Cause and Effect PBL. This project is inspired by conservation organizations around the world and intends to raise students’ awareness of a little-known problem, the conservation and management of the movement of soils to prevent landslides. Erosion, although normally occurring as part of the natural order, has become detrimental to the environment due to long-term human impact. Storms that were once harmless now leave the land damaged and vulnerable. Tourism is affected by rapid sand erosion from beaches. Rain, which seems harmless enough, has become so acidic in areas that it wears away statues. The increasing rate of landslides has stolen nutrients from agricultural environments, which can in turn cause problems with food distribution. Once students research these and other current problems with erosion and weathering, they will propose a management plan, weighing the costs and benefits of the long-term implications, and communicate their ideas through a policy paper. Writing a policy brief can pose a new challenge for students because it is a way of writing that may not be familiar; however, the task can lay the foundation for students to be advocates for future issues (see Table 7.3). TABLE 7.3 STEM Road Map—Ninth Grade Innovation and Progress Theme: Erosion and Weathering Management

NGSS Performance Common Core Objectives Mathematics HS-PS2-3

HS-ETS-2

CCSS.Math. Practices MP1, MP3

Common Core Language Arts

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.6 RI.9-10.8 RI.9-10.10 CCSS.Math. Writing Standards Content. CCSS.ELA. HSA-CED.A.3 W.9-10.1a. W.9-10.1b, W.910.1c, W.9-10.1d, W.9-10.1e W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.4 W.9-10.5 W.9-10.7 W.9-10.8 W.9-10.9a, W.9-10.9b W.9-10.10

21st Century Skills 21st Century Themes: Global Awareness Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

(Continued)

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TABLE 7.3 (Continued)

NGSS Performance Common Core Objectives Mathematics

Common Core Language Arts

21st Century Skills

HS-PS2-3

Speaking and Listening Standards CCSS.ELA. SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d SL.9-10.2 SL.9-10.4 Language Standards CCSS.ELA. L.9-10.1a, L.9-10.1b L.9-10.2a, L.9-10.2b, L.9-10.2c L.9-10.3a SL.9-10.6

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

CCSS.Math. Content. HSN-CN.B.6

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and CrossCultural Skills Productivity and Accountability Leadership and Responsibility

The Represented World: Global Models and their Uses In the Represented World PBL, students will discover the vast information about interactions of processes on the Earth and how it impacts human life. Students will research highly complex topics and synthesize the information into a meaningful and understandable infographic. In this project, students will first explore a myriad of major global challenges, such as cycling of carbon in the hydrosphere, atmosphere, geosphere, and biosphere or climate change modeling results, identifying one global challenge that they will further research in detail. After finding causes of the problems based in evidence, students will communicate posed solutions to these problems using both qualitative and quantitative data from reliable sources. In analyzing the solutions, students will also need to examine societal implications, identifying the differences between needs and wants of different members of society. After refining and making meaning from this information, students are to communicate succinctly in an infographic. Information graphics or infographics present graphic visual representations of complex information, data, or knowledge quickly, clearly, and concisely (see Table 7.4). Research shows that infographics can improve student cognition by enhancing students’ abilities to see patterns and trends (Heer, Bostock, & Ogievetsky, 2010; Card, 2009).

Sustainable Systems: Vital Systems of the Earth The ninth grade students participating in the prior PBLs have gained valuable knowledge about complex systems, including linkages between the formation of

The STEM Road Map for Grades 9–12 131 TABLE 7.4 STEM Road Map—Ninth Grade The Represented World Theme: Global Models and their Uses

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

HS-ESS1-4 CCSS.Math.Practices Reading Standards CCSS.ELA. HS-ESS1-5 MP1, MP2, MP3, RI.9-10.1 MP4, MP5, MP6, RI.9-10.2 MP8 RI.9-10.3 RI.9-10.4 RI.9-10.6 RI.9-10.8 RI.9-10.10 HS-ETS-1 CCSS.Math.Content. Writing Standards HS-IF.B.5 CCSS.ELA. W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.5 W.9-10.6 W.9-10.8 W.9-10.9a, W.9-10.9b HS-ESS2-6 CCSS.Math.Content. Speaking and HS-BF.B.4 Listening Standards CCSS.ELA. SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d SL.9-10.2 SL.9-10.4 SL.9-10.5 HS-ESS3-5 CCSS.Math.Content. Language Standards HSN-Q.A.2 CCSS.ELA. L.9-10.3 L.9-10.4a-d L.9-10.5 L.9-10.6

21st Century Skills

21st Century Themes: Global Awareness Civic Literacy Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

the Earth and current processes, erosion and weathering impacts on the environment, and cycling of carbon. The PBL in the Sustainable Systems theme builds on that knowledge to challenge students to predict future implications when one part of a surface system on the Earth changes (atmosphere, geosphere, hydrosphere, biosphere) and the impacts that this has on other components. A broad understanding of systems theory underpins this work, emphasizing interactions

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between different subsystems and humans. To accomplish this task, students must first find all parts of the system and how they interact, then predict the interaction effects of the system on other components over a progression of time, as well as the feedback systems that are cyclic in the system. Students will demonstrate what they know about spatial and temporal scale by completing the PBL scenario of creating a documentary detailing the pros and cons of the interactions (see Table 7.5).

TABLE 7.5 STEM Road Map—Ninth Grade Sustainable Systems Theme: Vital Systems of the Earth

NGSS Common Core Performance Mathematics Objectives HS-PS3-1

HS-LS1-6

HS-LS2-5

Common Core Language Arts

CCSS.Math. Reading Standards: Practices MP1, CCSS.ELA. MP3, MP8 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.6 RI.9-10.8 RI.9-10.10 CCSS.Math. Writing Standards: Content. CCSS.ELA. HSA-REI.A.1 W.9-10.1a. W.9-10.1b, W.910.1c, W.9-10.1d, W.9-10.1e W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.4 W.9-10.5 W.9-10.7 W.9-10.8 W.9-10.9a, W.9-10.9b W.9-10.10 CCSS.Math. Speaking and Listening Content. Standards HS-IF.C.7c CCSS.ELA. SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d SL.9-10.2 SL.9-10.4 SL.9-10.6

21st Century Skills

21st Century Themes: Global Awareness Civic Literacy Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

(Continued)

The STEM Road Map for Grades 9–12 133 TABLE 7.5 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

HS-ESS2-2 CCSS.Math. Language Standards HS-ESS2-3 Content. CCSS.ELA. HS-ESS2-7 HSA-CED.A.4 L.9-10.1a, L.9-10.1b L.9-10.2a, L.9-10.2b, L.9-10.2c L.9-10.3a

21st Century Skills

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

HS-ETS-1

Optimizing the Human Experience: Evaluating Human Impact on Nature The PBL for the Optimizing the Human Experience theme, Evaluating Human Impact on Nature, again extends the knowledge discovered in the PBLs from the prior themes’ PBL experiences. However, this PBL poses a different challenge that involves the engineering design process, which is defined in this chapter by the NASA model (NASA, 2014). Now that students have proficient knowledge in the systems on Earth, how they interact, how one change might influence other changes, and how to communicate complex information in an understandable way, students will be compelled in this PBL to pose a real solution and implement the solution in a societal context. Students will work in teams to identify a problem regarding the negative impact of human activities on natural systems. Then they will identify criteria and constraints, brainstorm possible solutions, generate ideas, explore possibilities, select an approach, and build a prototype or model of a technological innovation that can help solve this program. They will design how they might go about testing their product to ensure proof of concept, and redesign based on the results of their testing. Finally, once students choose a variation of their innovation that balances benefits and risks, then they must design a way to market the innovation and convince the general public to use it (see Table 7.6).

Sample STEM Careers in the Ninth Grade STEM Road Map Ninth grade is an ideal time for students to explore career possibilities. The website O*NET OnLine (www.onetonline.org), based on the U.S. Department of Labor statistics, is a valuable tool to learn about career options. The website explores a wide range of occupations and shows types of tasks the professionals are expected to perform, skills and education needed, the tools and technologies used in the field, work styles that best suit the profession, and the wage and employment

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TABLE 7.6 STEM Road Map—Ninth Grade Optimizing the Human Experience Theme: Evaluating Human Impact on Nature

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

HS-ESS3-4

CCSS.Math. Practices MP1, MP3, MP5, MP6, MP7, MP8

21st Century Themes: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Environmental Literacy

HS-LS4-6

CCSS.Math. Content. HS-BF.B.3

HS-ETS-4

CCSS.Math. Content. HS-BF.A.1

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.6 RI.9-10.8 RI.9-10.10 Writing Standards CCSS.ELA. W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.5 W.9-10.6 W.9-10.8 W.9-10.9a, W.9-10.9b Speaking and Listening Standards CCSS.ELA. SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d SL.9-10.2 SL.9-10.4 SL.9-10.5 Language Standards CCSS.ELA. L.9-10.3 L.9-10.4a-d L.9-10.5 L.9-10.6

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

trends for the occupation. Occupations can be searched on this site by keyword, career cluster, industry, level of education and experience (Job Zone), amount of expected growth of the industry (Bright Outlook), jobs in the green economy sector, groups of occupations based upon work performed, or by STEM discipline. A keyword search of ‘Earth systems’ brings up 544 occupations; the most relevant listed as Earth drillers (except oil and gas), atmospheric, Earth, marine, and space science teachers, geographers (bright outlook indication), geoscientists (green job), and construction laborers (bright outlook and green job).

The STEM Road Map for Grades 9–12 135

The STEM Road Map for Tenth Grade In tenth grade, students will continue to explore STEM Road Map theme inspired topics that align with grade-level academic content standards (e.g. Common Core, Next Generation Science Standards). The topics for tenth grade include: Healthy Living, Environmental Management, Modeling Ecosystems, Survival and Reproduction, and Rebuilding the Natural Environment. Each topic is organized around a challenge/problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 7.7). TABLE 7.7 Tenth Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Healthy Living

Innovation and Progress

Environmental Management

The Represented World

LEAD Science Modeling Ecosystems

Student teams will address the problem of obesity in the U.S. through conducting research, interviewing key stakeholders locally, and developing a video documentary and associated print materials to promote healthy living habits. Teams will present their work to local city or county officials in an effort to inform policy. Students will create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Sustainable Systems

LEAD Science Survival and Reproduction

LEAD Science or English/ Language Arts

LEAD Mathematics

Optimizing the Human Experience

Rebuilding the Natural Environment LEAD Social Studies or Science

Students will design, build, test, and rebuild a selfsustaining ecosystem, accompanied with a video that presents how complex interactions in the ecosystem are, as well as the fragility of the ecosystem. Student teams are challenged to create an app (or storyboard for the app) based on probability and statistics that models the phenomena that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking the trait. Students should include group and individual behavior and environmental factors in the survival and reproduction game. Student teams are challenged to create a new renewable energy company with a specific focus on an innovative way to create energy in a costeffective manner. Teams will research current renewable sources of energy, then design and pitch a company that will provide an innovative renewable energy product. Teams will need to create a model for the change in energy consumption in the U.S. or the world if your company is successful.

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Cause and Effect: Healthy Living As Americans, we are bombarded with information about living a healthier lifestyle daily through advertisements, the news, magazines, and food labels. Sometimes this information is conflicting and at many times, confusing. In order to become more informed citizens, students are going to look at living a healthy lifestyle in a way that is not common, by analyzing healthy living at a cellular level. In this project, students can research at the cellular level why healthy eating and exercise result in optimal conditions for health. Students can explore why certain plant-, animal-, and industry-produced foods can be either healthy or unhealthy. Students can examine whole organism metabolism from a cellular perspective, reflecting on how exercise is beneficial in a healthy lifestyle. Students can find out why certain plants are healthy for us to eat while others are poisonous (these plants are often in the same genus), as well as finding out what the food industry creates and how that might affect the animals and us involved on a cellular level. Students will continue their extensive research on this subject by interviewing key stakeholders locally, such as school nutritionists or doctors. To summarize all of the findings in a coherent way, students will communicate what they have learned through a documentary and associated print materials that espouse the practices they have found. Students will present their final products to local officials in an effort to inform policy (see Table 7.8).

Innovation and Progress: Environmental Management Managing resources is a life skill that all students can learn and refine, and can be applied to a range of topics from core academic ones such as using natural

TABLE 7.8 STEM Road Map—Tenth Grade Cause and Effect Theme: Healthy Living

NGSS Common Core Common Core Performance Mathematics Language Arts Objectives HS-LS1-1 HS-LS1-7

CCSS.Math. Practices MP1, MP3, MP8

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 RI.9-10.7 RI.9-10.8 RI.9-10.9 RI.9-10.10

21st Century Skills

21st Century Themes: Health Literacy Environmental Literacy

(Continued)

The STEM Road Map for Grades 9–12 137 TABLE 7.8 (Continued)

NGSS Common Core Common Core Performance Mathematics Language Arts Objectives HS-ETS-4 CCSS.Math. Content. HS-BF.B.4a CCSS.Math. Content. HS-BF.B.4b CCSS.Math. Content. HS-BF.B.4c

HS-LS2-3

CCSS.Math. Content. HS-SSE.A.1 CCSS.Math. Content. HS-SSE.A.1a

21st Century Skills

Writing Standards CCSS.ELA. W.9-10.1a. W.9-10.1b, W.9-10.1c, W.9-10.1d, W.9-10.1e W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.3a, W.9-10.3b, W.9-10.3c, W.9-10.3d, W.9-10.3e W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 W.9-10.8 W.9-10.9a, W.9-10.9b W.9-10.10 Speaking Standards CCSS.ELA. SL.9-10.2 SL.9-10.3

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Language Standards CCSS.ELA. L.9-10.3 L.9-10.4a-d L.9-10.5 L.9-10.6

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

resources to daily household topics such as saving for college. In this project, students will design methods to keep track of the relationships of management of natural resources, sustaining human, plant, and animal populations, and maintaining biodiversity. Students can use a range of tools to help them computationally manage the resources, from an electronic spreadsheet to designing a simulation. An example scenario can entail an opportunity where a small wetland conservation organization has an interest in stopping the development of a four-lane highway bridge over the wetland. In doing so, the organization must first develop an inventory of what is sustained in the wetland and how the

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systems work to sustain life and the environment. The organization must then also determine what portions of the systems that are maintained will be affected and determine the short- and long-term implications of building the highway. Teachers are encouraged to partner with local conservation organizations and ask professionals in the organization to come and hear the presentations of the students. In enlisting local community members to evaluate the students’ work authentically, students may become engaged and volunteer for conservation management activities outside of the classroom (see Table 7.9). TABLE 7.9 STEM Road Map—Tenth Grade Innovation and Progress Theme: Environmental

Management NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

HS-ESS3-3

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Themes: Global Awareness Health Literacy Environmental Literacy

HS-ETS-1

CCSS.Math. Content. HS-LE.A.1b CCSS.Math. Content. HS-LE.A.1c

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.6 RI.9-10.8 RI.9-10.10 Writing Standards CCSS.ELA. W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.5 W.9-10.6 W.9-10.8 W.9-10.9a, W.9-10.9b Speaking Standards CCSS.ELA. SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d SL.9-10.2 SL.9-10.4 SL.9-10.5 Language Standards CCSS.ELA. L.9-10.3 L.9-10.4a-d L.9-10.5 L.9-10.6

CCSS.Math. Content. HS-LE.A.2

CCSS.Math. Content. HS-CED.A.1

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

The STEM Road Map for Grades 9–12 139

The Represented World: Modeling Ecosystems According to the IPCC Fifth Assessment Report of the United Nations Intergovernmental Panel on Climate Change (2014) citing over 6,000 peer-reviewed scientific studies, increasing global temperature means that ecosystems will change. Lessened snow cover, receding glaciers, rising sea levels, and weather changes influence ecosystems, causing some species to be forced out of their habitats, while other species flourish. In this PBL, students will create a short documentary about the complex interactions in a chosen ecosystem and explain how the trends of current changes, if unchecked, can lead to a new ecosystem. Some examples of ecosystem changes include terrestrial ecosystems and biodiversity where warming of 3°C, relative to 1990 levels, means it is likely that global terrestrial vegetation would become a net source of carbon and a 4°C increase globally would lead to major extinctions (Schneider, et al., 2007); marine ecosystems and biodiversity where a warming of 2°C above 1990 levels would result in mass mortality of coral reefs globally (Schneider, et al., 2007); and freshwater ecosystems where a 4°C increase in global mean temperature by 2100 (relative to 1990–2000) would cause the extinction of many species of freshwater fish (Schneider, et al., 2007). Producing a documentary allows students to be creative while still convincing an audience of a change in ecosystems based on empirical data. Students will acquire yet another style of communication through writing narrative scripts for the video and learn to associate images with words and use graphs effectively to communicate change (see Table 7.10).

Sustainable Systems: Survival and Reproduction In the Age of Information, we deal with making sense of large amounts of information that is constantly streamed through media outlets available 24 hours

TABLE 7.10 STEM Road Map—Tenth Grade The Represented World Theme: Modeling

Ecosystems NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

HS-LS2-1 HS-LS2-2 HS-LS2-4 HS-LS2-6

CCSS.Math. Practices MP1, MP3, MP8

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.7 RI.9-10.8 RI.9-10.10

21st Century Themes: Global Awareness Civic Literacy Health Literacy Environmental Literacy

(Continued)

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TABLE 7.10 (Continued)

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

HS-LS3-3

CCSS.Math. Content. HS-BF.A.2

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

HS-ETS-4

CCSS.Math. Content. HS-SSE.B.3

Writing Standards CCSS.ELA. W.9-10.1a. W.9-10.1b, W.9-10.1c, W.9-10.1d, W.9-10.1e W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.4 W.9-10.6 W.9-10.8 W.9-10.10 Speaking Standards CCSS.ELA. SL.9-10.2 SL.9-10.4 SL.9-10.5 SL.9-10.6 Language Standards CCSS.ELA. L.9-10.2 L.9-10.6

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

a day. Students have the world of information at their fingertips by performing an electronic data search of anything they desire through their smart phone or computer. Being able to interpret statistics is a key part of making sense of the information we receive in the modern world. For example, people use statistics to interpret weather forecasts, predict disease and emergency situations, make health and medical decisions, engage in political campaigns, consider insurance options, and make decisions on consumer choices. In this PBL, students will gain skills in probability and statistics by using this basis to design an app or a storyboard of an app that mimics the phenomena that organisms with advantageous heritable traits tend to increase in proportion to those lacking the trait. In doing so, students must first learn about the types of traits that might be advantageous regarding group behavior, individual behavior, and/or environmental factors. Then students will apply this knowledge to develop a systematic and logical app (or storyboard for an app) that utilizes this knowledge and how the trait might affect populations over time (see Table 7.11).

The STEM Road Map for Grades 9–12 141 TABLE 7.11 STEM Road Map—Tenth Grade Sustainable Systems Theme: Survival and Reproduction

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

HS-LS1-2 HS-LS1-3 HS-LS1-4

CCSS.Math.Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Themes: Global Awareness Environmental Literacy

HS-LS2-8

CCSS.Math.Content. HSS-ID.A.1 CCSS.Math.Content. HSS-ID.A.2 CCSS.Math.Content. HSS-ID.A.3 CCSS.Math.Content. HSS-ID.A.4

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.6 RI.9-10.8 RI.9-10.10 Writing Standards CCSS.ELA. W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.5 W.9-10.6 W.9-10.8 W.9-10.9a, W.9-10.9b Speaking Standards CCSS.ELA. SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d SL.9-10.2 SL.9-10.4 SL.9-10.5 Language Standards CCSS.ELA. L.9-10.3 L.9-10.4a-d L.9-10.5 L.9-10.6

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

HS-LS4-1 HS-LS4-3

CCSS.Math.Content. HSS-ID.B.5 CCSS.Math.Content. HSS-ID.B.6 CCSS.Math.Content. HSS-ID.B.6a CCSS.Math.Content. HSS-ID.B.6b HS-ETS-3 CCSS.Math.Content. HSA-SSE.B4

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Optimizing the Human Experience: Rebuilding the Natural Environment The inclusion of the category ‘Green Economy Sector’ in The O*NET OnLine Database (2014) is a strong indication that future businesses will need to consider

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not only their financial progress, but also their positive contributions to the human experience, including careers that focus on rebuilding the natural environment. In this PBL, students will connect to their prior knowledge about energy production and the effects of this process on the natural environment to create innovations in renewable sources of energy based on research evidence in a cost-effective way. Various skills from different academic disciplines are integrated into this PBL by requiring the students to design a company based on their innovative idea and to develop a pitch for the marketability of the company, focusing on how the innovation will optimize human experiences while being mindful of the natural environment. Further, students will have to use predictive skills to consider how their innovation will affect energy consumption and the implications of this consumption over a long period of time. In effect, students will be thinking about making the world a better place, being able to understand career choices in this idea, and finding ways to sustain progress and conservation in the same effort (see Table 7.12). TABLE 7.12 STEM Road Map—Tenth Grade Optimizing the Human Experience Theme:

Rebuilding the Natural Environment NGSS Common Core Common Core Performance Mathematics Language Arts Objectives HS-PS3-3 CCSS.Math. Practices MP1, MP3, MP5, MP6, MP7, MP8

HS-LS2-7

CCSS.Math. Content. HS-BF.A.1a

Reading Standards CCSS.ELA. RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.6 RI.9-10.8 RI.9-10.10 Writing Standards CCSS.ELA. W.9-10.1a. W.9-10.1b, W.9-10.1c, W.9-10.1d, W.9-10.1e W.9-10.2a, W.9-10.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, W.9-10.2f W.9-10.4 W.9-10.5 W.9-10.7 W.9-10.8 W.9-10.9a, W.9-10.9b W.9-10.10

21st Century Skills

21st Century Themes: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

(Continued)

The STEM Road Map for Grades 9–12 143 TABLE 7.12 (Continued)

NGSS Common Core Common Core Performance Mathematics Language Arts Objectives

21st Century Skills

HS-ETS-3

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Speaking Standards CCSS.ELA. SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d SL.9-10.2 SL.9-10.4 Language Standards CCSS.ELA-Literacy. L.9-10.1a-b, L.9-10.2a-c, L.9-10.3a, SL.9-10.6

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Sample STEM Careers in the Tenth Grade STEM Road Map As mentioned previously, the inclusion of the categories of ‘Green Economy Sector’ and ‘STEM Discipline’ fields on the opening page of the O*NET OnLine occupations database (2014) is a strong indication that these types of jobs are going to be central to a tenth grader’s career in the future. Categories of jobs listed under Green Economy Sector include Agriculture and Forestry; Energy and Carbon Capture and Storage; Energy Efficiency; Energy Trading; Environment Protection; Government and Regulatory Administration; Green Construction; Manufacturing; Recycling and Waste Reduction; Renewable and Energy Generation; Research, Design and Consulting Services; and Transportation. STEM Discipline occupations on the website include Chemistry, Computer Science, Engineering, Environmental Science, Geosciences, Mathematics, Life Sciences, and Physics/Astronomy. Researching the tasks, abilities, and education needed for these occupations has the potential to motivate students to see that the study of integrated fields and learning through PBL can help them prepare for careers of the future. Teachers can scaffold these understandings for students by demonstrating how the learning tasks students are performing in the PBLs are identical to the list of tasks and abilities recognized by the Department of Labor to be successful in the various STEM fields.

The STEM Road Map for Eleventh Grade The eleventh grade year will engage students in exploring STEM Road Map theme generated topics that also align with grade-level academic content standards (e.g. Common Core, Next Generation Science Standards) which include:

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Standing on the Shoulders of Giants, Construction Materials, Radioactivity, Green Building Rooftops, and Mineral Resources. Each of these topics is organized around a challenge/problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 7.13).

TABLE 7.13 Eleventh Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

Standing on the Shoulders of Giants

Student teams are challenged to create a museum display prototype that explains how chemists, beginning with Galileo Galilei, have discovered the world around them including patterns of chemical properties, creation of the periodic table, rates of reactions, and large-scale production of chemicals in the modern day. Student teams are challenged to use knowledge of molecular-level structure to examine the collapse of the World Trade Center twin towers and develop a proposal and prototype for new or improved building materials that could be incorporated into the design of future high-rise buildings in U.S. cities. Student teams will be challenged to construct a scale model of the atom (virtually or physically) that will illustrate fission, fusion, and radioactive decay. Teams will also prepare a persuasive essay indicating potential future uses or dangers of the energy sources. Student teams will work together to plan and implement a rooftop mini-garden in their community. This project will include securing sponsors for the mini-garden, developing a business model to sustain the work, and constructing a marketing plan to make the products available to families in the community. A key component of this work will be developing the green plan. Student teams will develop an op-ed article for a local publication or website that will evaluate competing design solutions for developing, managing, and utilizing mineral resources based on cost-benefit ratios with both qualitative and quantitative criteria.

LEAD Social Studies

Innovation and Progress

Construction Materials LEAD Science

The Represented World

Radioactivity

Sustainable Systems

Green Building Rooftops

LEAD Mathematics

LEAD Social Studies/ Science

Optimizing the Human Experience

Mineral Resources LEAD Science/English/ Language Arts

The STEM Road Map for Grades 9–12 145

Cause and Effect: Standing on the Shoulders of Giants The phrase “Standing on the Shoulders of Giants” is attributed to Issac Newton when he was giving a speech to the Academies, “If I have seen further it is by standing on the shoulders of giants.” However, the metaphor was first recorded in the 12th century and attributed to Bernard of Chartres (Merton, 1965). Regardless, the meaning remains the same and refers to building your work on the work of others and is an acknowledgement that even the most unique work has a foundation in others’ ideas. Traditional textbooks rarely refer to how scientists build from other work, and often communicate the contrary, that scientists think of ideas just from a stroke of brilliance (e.g. Newton being hit on the head with an apple and conjuring the law of gravitation in an afternoon). The intention of this PBL is to help students to see how ideas continue to be elaborated by continuing research over time, by having students create a prototype of an interactive museum installation that explains the progression of ideas about the nature of matter. The product, an interactive museum display, gives students enough latitude to have technical detail, while still needing to be scaled down from their own work, thus giving students an opportunity to synthesize their own research. The museum installation topics begin with Galileo Galilei, then proceed through various experiments with chemical properties of matter, creation of the periodic table, rates of reactions, gas laws, and large-scale production of chemicals in the modern day. The objective for students is to link the ideas that are traditionally presented as singular genius events, and thus demonstrate that everyone is capable of being a scientist, and that scientists work as collaborators. The museum display should conclude with proposals about how chemistry may create better living conditions in the future, which requires students to think about how the past informs the future (see Table 7.14).

TABLE 7.14 STEM Road Map—Eleventh Grade Cause and Effect Theme: Standing on the Shoulders of Giants

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

HS-PS1-2 HS-PS1-5 HS-PS1-6

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.7 RI.11-12.8 RI.11-12.10

21st Century Themes: Global Awareness Civic Literacy

(Continued)

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TABLE 7.14 (Continued)

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

HS-ESS1-3

CCSS.Math. Content. HSN-Q.A.1

Writing Standards CCSS.ELA. W.11-12.1a-e W.11-12.2a-f W.11-12.3a-e W.11-12.4 W.11-12.5 W.11-12.6 W.11-12.7 W.11-12.8 W.11-12.9a-b W.11-12.10 Speaking Standards CCSS.ELA. SL11-12.1a-e SL11-12.2 SL11-12.5 Language Standards CCSS.ELA. L.11-12.1a-b L.11-12.2a-b L.11-12.3a L.11-12.4a-e L.11-12.5a-b L.11-12.6

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

HS-ETS-1

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Innovation and Progress: Construction Materials In our busy modern world, it is easy to overlook the building blocks of the magnificent engineering feats such as bridges, roadways, and the various materials used in constructing buildings of all shapes and sizes. The purpose of this PBL is to guide students to learn about how construction materials are made, the specifications that are necessary in different types of construction, and why these materials work the way they do at a molecular level, through an investigation of the collapse of the World Trade Center twin towers. The field of structural materials science is a robust one, and recent movements in the field are rapidly developing in biomaterials (Boom time for biomaterials, n.a., 2009). In addition to building awareness of engineering achievements and learning about new advances in materials science, students will also learn about how failures inform future work, particularly in engineering. The proposal format of the

The STEM Road Map for Grades 9–12 147

product of this PBL will assist in building student skills in technical writing and should include detailed and coherent information, allowing for some creativity while still upholding rigorous accuracy in describing the natural (science and mathematics) world and designed (engineering and technology) world (see Table 7.15). TABLE 7.15 STEM Road Map—Eleventh Grade Innovation and Progress Theme: Construction Materials

NGSS Performance Objectives

Common Core Mathematics

Common Core Language Arts

21st Century Skills

HS-PS2-6

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Themes: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Environmental Literacy

HS-ETS-3

CCSS.Math. Content. HS-LE.B.5

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.7 RI.11-12.8 Writing Standards CCSS.ELA. W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.1e W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f Speaking Standards CCSS.ELA. SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6 Language Standards CCSS.ELA. L.11-12.1a L.11-12.4 L.11-12.5 L.11-12.6

CCSS.Math. Content. HSA-CED.A.2

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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The Represented World: Radioactivity Radioactivity has been a subject of interest in developing clean energy sources since the early 1930s. Fission is widely used in thermonuclear power generation, although there are serious complications with containment and waste that still need to be worked through. Fusion has been the focus of famous projects such as the Manhattan Project, and although research has been conducted on fusion for the past 80 years, generating more energy out of the reaction than is being put into the reaction has not yet been overcome, rendering it a somewhat useless energy source. However, scientists, mathematicians, and engineers continue to explore these phenomena in hopes of a breakthrough (see National Ignition Facility in Livermore, California, and International Thermonuclear Experimental Reactor in the south of France). In this PBL, student teams are to look deeply into the processes of fission, fusion, and radioactive decay to develop a physical or virtual scale model of the changes in composition of the nucleus and the amounts of energy released. Scale modeling in this PBL could take on many flexible forms such as visual modeling, computer simulations, and mathematical modeling, all of which focus on the relative interactions in the descriptions of the phenomena. Teams will also prepare a persuasive essay indicating potential future uses or dangers of the energy sources (see Table 7.16). TABLE 7.16 STEM Road Map—Eleventh Grade The Represented World Theme: Radioactivity

NGSS Common Core Performance Mathematics Objectives HS-PS1-1 HS-PS1-4 HS-PS1-7 HS-PS1-8

CCSS.Math. Practices MP1, MP3, MP4, MP7

HS-ETS-2

CCSS.Math. Content. HS-IF.B.4 CCSS.Math. Content HS-IF.B.6

Common Core Language Arts

21st Century Skills

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.7 RI.11-12.8 Writing Standards CCSS.ELA. W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.1e W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f

21st Century Themes: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

(Continued)

The STEM Road Map for Grades 9–12 149 TABLE 7.16 (Continued)

NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

CCSS.Math. Speaking Standards Content. CCSS.ELA. HSA-APR.D.6 SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6 Language Standards CCSS.ELA. L.11-12.1a, L.11-12.1b L.11-12.4 L.11-12.5 L.11-12.6

21st Century Skills

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Sustainable Systems: Green Building Rooftops Placing plants on rooftops of urban buildings (or urban greening) has long been regarded as a way to aesthetically add more green space to areas dominated by concrete, as well as contributing waste diversion, managing storm water runoff, curbing urban heat island effects, and improving air quality. Additional benefits include increasing energy efficiency, fire retardation (Köehler, 2004), reduction of electromagnetic radiation (Herman, 2003), and noise reduction (Peck & Callaghan, 1999). Clearly, green building rooftops have various beneficial outcomes. The purpose of this PBL is to build an awareness of the phenomena of transfer of energy. Student teams will work together to plan and implement a rooftop minigarden in their community. This project will include securing sponsors for the mini-garden, developing a business model to sustain the work, and constructing a marketing plan to make the products available to families in the community. A key component of this work will be developing the green plan. Not only will students learn about the environmental pros and cons of developing a rooftop mini-garden, but they will also learn core 21st century skills in development of the business model and market plan to connect to the community (see Table 7.17).

Optimizing the Human Experience: Mineral Resources Citizens in a democratic society have a responsibility to contribute to the good of the community and to be knowledgeable about controversial subjects. It is

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TABLE 7.17 STEM Road Map—Eleventh Grade Sustainable Systems Theme: Green

Building Rooftops NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

21st Century Skills

HS-PS3-1 HS-PS3-2

CCSS.Math. Practices MP1, MP3, MP7

21st Century Themes: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy

HS-LS1-5

CCSS.Math. Content. HS-BF.A.1c

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.6 RI.11-12.8 RI.11-12.10 Writing Standards CCSS.ELA. W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f W.11-12.5 W.11-12.6 W.11-12.8 W.11-12.9a, W.11-12.9b Speaking Standards CCSS.ELA. SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d SL.11-12.2 SL.11-12.4 SL.11-12.5 Language Standards CCSS.ELA. L.11-12.3a L.11-12.4a-d L.11-12.5a-b L.11-12.6

HS-ETS-4 CCSS.Math. Content. HS-IF.C.7 CCSS.Math. Content. HS-IF.C.8

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

of particular importance in a democracy that its citizens are able to make decisions based on evidence and are able to distinguish between a reliable and an unreliable resource. The purpose of this PBL is to give students an opportunity to write an opinion article based on evidence that is designed to be published in a newspaper and to convince readers of the effectiveness of a particular design solution for developing, managing, and utilizing mineral resources. In this activity, students will find reliable qualitative and quantitative resources to present

The STEM Road Map for Grades 9–12 151

a cost-benefit analysis for their chosen mineral resource. The USGS Mineral Resources Program (MRP) is an excellent resource of scientific information for objective resource assessments and research results on mineral potential, production, consumption, and environmental effects (see Table 7.18). TABLE 7.18 STEM Road Map—Eleventh Grade Optimizing the Human Experience

Theme: Mineral Resources NGSS Common Core Performance Mathematics Objectives

Common Core Language Arts

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.6 RI.11-12.8 RI.11-12.10 HS-ESS3-2 CCSS.Math. Writing Standards Content. CCSS.ELA. HSA-REI.D.10 W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, CCSS.Math. W.11-12.1e Content. HSA-REI.D.11 W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f W.11-12.4 W.11-12.5 W.11-12.7 W.11-12.8 W.11-12.9a, W.11-12.9b W.11-12.10 HS-ETS-1 Speaking Standards CCSS.ELA. SL.11-12.1a, SL.11-12.1b SL.11-12.2 SL.11-12.4 Language Standards CCSS.ELA. L.11-12.1a-b L.11-12.2a-c L.11-12.3a L.11-12.6 HS-PS3-3

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Skills

21st Century Themes: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

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Sample STEM Careers in the Eleventh Grade STEM Road Map The variety of integrated content and contexts in the PBLs taught during eleventh grade offer a foundation to explore a variety of careers. In doing so, teachers may want to choose a specific career and go through the various indicators of tasks and abilities and education during this year, because eleventh graders will need to begin thinking about narrowing down and preparing for college or a career. For example, a keyword search for ‘radioactivity’ in the O*NET OnLine website mentioned in the ninth and tenth grade STEM Careers sections yields the career of a nuclear engineer, marked with a green job notation. Examples of the ten tasks listed on the website that a nuclear engineer would perform are: • • •

Perform experiments that will provide information about acceptable methods of nuclear material usage, nuclear fuel reclamation, or waste disposal. Conduct tests of nuclear fuel behavior and cycles or performance of nuclear machinery and equipment to optimize performance of existing plants. Keep abreast of developments and changes in the nuclear field by reading technical journals or by independent study and research.

Tools used in this job include desktop computers, facial shields, nuclear reactor control rod systems, nuclear tools, and respirators. Knowledge required to be a nuclear engineer as indicated on the website include an understanding of engineering, chemistry, mathematics, physics, design, computers, public safety, security, administration, and management. Skills of a nuclear engineer include active listening, critical thinking, operations analysis, reading comprehension, speaking, science, systems analysis, writing, complex problem solving, and monitoring. A nuclear engineer would also need the qualities of problem sensitivity, oral comprehension, oral expression, written comprehension, inductive reasoning, category flexibility, and prioritizing. In the PBLs taught during eleventh grade, teachers may want to actively incorporate the knowledge, skills, and abilities of a particular career relevant to the problem and have students indicate when they are enacting those qualities. In doing so, teachers may help students identify with a career that they might not have previously considered.

The STEM Road Map for Twelfth Grade The twelfth grade year will engage students in exploring STEM Road Map theme generated topics that also align with grade-level academic content standards (e.g. Common Core, Next Generation Science Standards) which include: The Business of Amusement Parks, Creating the Next Smart Phone, Car Crashes, Creating Global Bonds, and Dealing with Natural Catastrophes. Each of these topics is organized around a challenge/problem or project that student teams are assigned to tackle in the course of learning necessary content and skills in the various disciplines (see Table 7.19).

The STEM Road Map for Grades 9–12 153 TABLE 7.19 Twelfth Grade STEM Road Map Themes, Topics, and Problems/Challenges

STEM Theme

Topic

Problem/Challenge

Cause and Effect

The Business of Amusement Parks

Student teams are challenged to create a prototype for an amusement park ride powered by a combination of electricity and magnetism. Teams will create a marketing and financial plan for the ride, as well as a detailed risk assessment to ensure safety. Student teams will create a model or a prototype of improvements for a smart phone based on a needs analysis survey of friends, fellow students, and family. Students will need to explain all technical information in a prospectus including wave behavior, transmission, and storage. Student teams will develop models and mathematical representations of different car crash scenarios to illustrate how analysis of momentum and forces can inform law enforcement of how the crashes occurred. Student teams are challenged to build and implement an international blog focused on energy consumption and links to climate change. The teams will identify potential school partners in three other countries to join the blog and share ideas. Each team will prepare a presentation and white paper that summarizes their findings from international discussions and will provide an argument for one mitigation strategy that could be implemented locally and globally. Student teams are challenged to create marketing materials (including electronic and paper-based) that promote the development of new luxury homes built on a fault line. In these materials student teams will demonstrate pros and cons of this natural hazard and demonstrate the innovative safety features and energy consciousness of the new development.

LEAD Social Studies Innovation and Progress

Creating the Next Smart Phone LEAD Science

The Represented World

Car Crashes

Sustainable Systems

Creating Global Bonds

LEAD Mathematics

LEAD Social Studies/ Science

Optimizing the Human Experience

Dealing with Natural Catastrophes LEAD Science

Cause and Effect: The Business of Amusement Parks People who design and build amusement park rides are constantly innovating. In this PBL, student teams are challenged to create a prototype for an amusement park ride powered by a combination of electricity and magnetism. Teams can

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acquire information about the current innovations of transportation where magnets and electricity can optimize velocity and fuel economy such as the superconducting Maglev train in Central Japan. Teams will create a marketing and financial plan for the ride, as well as a detailed risk assessment to ensure safety. Researching and designing such innovative amusement park rides involves the topics of electromagnetic radiation, electricity and magnetism, motors, generators, and transformers. Additionally, student teams will need to develop a theme for the ride based on its characteristics, including a marketing and financial plan. Finally, student teams need to consider the safety innovations that must accompany any thrill ride. As the PBL is created, students will need to design the ride, which requires not only knowledge of facts, but an overall understanding of how the facts fit together (see Table 7.20).

TABLE 7.20 STEM Road Map—Twelfth Grade Cause and Effect Theme: The Business of Amusement Parks

NGSS Common Core Common Core Performance Mathematics Language Arts Objectives HS-PS1-3

CCSS.Math. Practices MP1, MP2, MP3, MP5, MP6, MP8

HS-PS2-5

CCSS.Math. Content. HS-LE.A.1, HS-LE.A.1a

HS-ESS1-1

CCSS.Math. Content. HS-TF.A.1

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.6 RI.11-12.8 RI.11-12.10 Writing Standards CCSS.ELA. W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f W.11-12.5 W.11-12.6 W.11-12.8 W.11-12.9a, W.11-12.9b Speaking Standards CCSS.ELA. SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d SL.11-12.2 SL.11-12.4 SL.11-12.5

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

(Continued)

The STEM Road Map for Grades 9–12 155 TABLE 7.20 (Continued)

NGSS Common Core Common Core Performance Mathematics Language Arts Objectives

21st Century Skills

HS-PS4-3 HS-PS4-4

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

CCSS.Math. Content. HS-IF.A.2

Language Standards CCSS.ELA. L.11-12.3 L.11-12.4a-d L.11-12.5 L.11-12.6

HS-ETS-2

Innovation and Progress: Creating the Next Smart Phone Progressive technology development is characterized by responding to the needs of the users. Successful technologies are designed to upgrade product performance and improve product solutions with more effective techniques of analysis of users’ needs. This PBL captures these principles in the overall objective to create a model or prototype of an upgraded smart phone that is based on a needs analysis. Smart phones are ubiquitous and perhaps indispensable in students’ lives, but they may not have much of an idea of how they work. In order to accomplish this, students must first understand the basics of wave behavior, transmission, and storage, and apply these principles to the current structure of a smart phone, including how a phone is like a transmitter and a receiver of radio waves and the role of cell towers in that transmission. Then student teams must develop a survey to find out what changes others may want to make to their current smart phone. Once students have an understanding of how a smart phone works, coupled with the knowledge of what other people would like in a smart phone, they must create a model or prototype of an improved phone. The presentation of the model or prototype can serve as an assessment of how students show what they know (see Table 7.21).

The Represented World: Car Crashes As students in twelfth grade are learning to be new drivers, a PBL focusing on analyzing the forces involved in different types of car crashes may be timely and informative. There are many resources available such as videos, simulations, and car manufacturer reports that can help students understand the forces on a driver and passengers as well as impacts on cars. The Stapp Car Crash Journal published annually by the Society of Automotive Engineers provides mathematical modeling and results of many scenarios. This PBL asks student teams to take relevant information from the large range of materials on this well-studied phenomenon and synthesize it into a model and mathematical representation, documenting

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TABLE 7.21 STEM Road Map—Twelfth Grade Innovation and Progress Theme: Creating the Next Smart Phone

NGSS Common Core Common Core Performance Mathematics Language Arts Objectives HS-PS4-1 HS-PS4-2 HS-PS4-5

CCSS.Math. Practices MP1, MP2, MP3, MP5, MP6, MP8

HS-ETS-4

CCSS.Math. Content. HS-LE.A.2 CCSS.Math. Content. HS-LE.A.3

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.7 RI.11-12.8 Writing Standards CCSS.ELA. W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.1e W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f Speaking Standards CCSS.ELA. SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6 Language Standards CCSS.ELA. L.11-12.1a-b L.11-12.4 L.11-12.5 L.11-12.6

21st Century Skills

21st Century Themes: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

several different scenarios. Students can investigate car crash variables according to orientations (head-on collision, side swiping), sizes of vehicles (car vs. truck), or variables in momentum (fast vs. slow), in addition to other relevant variables of their choosing. The intended audience for communication of the synthesis of information is law enforcement, so students can direct their efforts to inform police at the scene of an accident, provide evidence at a legal trial, or persuade policy makers in traffic laws (see Table 7.22).

The STEM Road Map for Grades 9–12 157 TABLE 7.22 STEM Road Map—Twelfth Grade The Represented World Theme: Car

Crashes NGSS Common Core Performance Mathematics Objectives HS-PS2-2 HS-PS2-4

HS-ETS-3

HS-PS3-5

Common Core Language Arts

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.7 RI.11-12.8 CCSS.Math. Writing Standards Content. CCSS.ELA. HS-IF.B.4 W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.1e W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f Speaking Standards CCSS.Math. CCSS.ELA. Content. HSN-VM.B.5 SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d CCSS.Math. SL.11-12.2 Content. HSN-VM.B.5a SL.11-12.3 SL.11-12.4 CCSS.Math. SL.11-12.5 Content. HSN-VM.B.5b SL.11-12.6 Language Standards CCSS.ELA. L.11-12.1a-b L.11-12.4 L.11-12.5 L.11-12.6 CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Skills

21st Century Themes: Global Awareness Civic Awareness Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Sustainable Systems: Creating Global Bonds In our global economy and technologically oriented world, we are connected in ways that couldn’t be imagined in the 1950s. These global connections among people and resources have tremendous benefits, but also carry a great deal of responsibility and negotiation to suit the needs of all members. Therefore, it is imperative that students have educational experiences that require them to interact with people

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who have different views in a positive way. This PBL challenges student teams to build and implement an international blog focused on energy consumption and links to climate change. The teams will identify potential school partners in three other countries to join the blog and share ideas. Each team will prepare a presentation and white paper that summarize their findings from international discussions and will provide an argument for one mitigation strategy that could be implemented locally and globally. Because the issues of energy flow in the atmosphere, ocean, and land that can contribute to climate change are vast and complex, students can form working groups on different aspects of the problems in order for the work to be manageable. The PBL helps students to develop communication and technology skills by creating a blog, discovering and considering all sides of an issue based on evidence, communicating with students from other countries in other contexts, and negotiating with other perspectives to author the white paper and presentation constructing an argument for one mitigation strategy (see Table 7.23).

Optimizing the Human Experience: Dealing with Natural Catastrophes Throughout the STEM Road Map there are several PBLs that focus on habitat conservation and natural resources. Therefore, students should have quite a bit of background knowledge from which they can draw and have a sense of the importance of these topics for future generations. In this PBL, students will create a marketing package, both electronic and paper-based, to promote the development of new luxury homes on a fault line, explaining the safety features and energy conscious innovations. For example, student teams can focus their efforts on researching how new materials and new building procedures help people be prepared for inevitable earthquakes in San Francisco. Students have the TABLE 7.23 STEM Road Map—Twelfth Grade Sustainable Systems Theme: Creating Global Bonds

NGSS Performance Objectives

Common Core Common Core Mathematics Language Arts

HS-PS3-1 HS-PS3-4

CCSS.Math. Practices MP1, MP3, MP8

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.7 RI.11-12.8 RI.11-12.10

21st Century Skills

21st Century Themes: Global Awareness Civic Literacy Health Literacy Environmental Literacy

(Continued)

The STEM Road Map for Grades 9–12 159 TABLE 7.23 (Continued)

NGSS Performance Objectives HS-PS3-4

Common Core Common Core Mathematics Language Arts

CCSS.Math. Writing Standards Content. CCSS.ELA. HSA-REI.B.3 W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.1e W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f W.11-12.3a, W.11-12.3b, W.11-12.3c, W.11-12.3d, W.11-12.3e W.11-12.4 W.11-12.5 W.11-12.6 W.11-12.7 W.11-12.8 W.11-12.9a-b W.11-12.10 HS-ESS2-4 CCSS.Math. Speaking Standards Content. CCSS.ELA. HSA-REI.A.2 SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d, SL.11-12.1e SL.11-12.2 SL.11-12.5 HS-ESS3-6 Language Standards CCSS.ELA. L.11-12.1a-b L.11-12.2a-b L.11-12.3a L.11-12.4a-e L.11-12.5a-b L.11-12.6

21st Century Skills

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

opportunity to learn about natural disasters or effects of climate change that they may not have otherwise known about. The product for this PBL, a marketing plan, is intentionally open-ended to allow for student creativity that may result in a policy such as an emergency evacuation plan, a technology such as an app that tracks information for residents, a structural innovation for buildings or transportation, or other ways to enhance the lives of people who must face natural hazards daily. An emphasis on energy needs creates a higher level of rigor for students to accomplish during this PBL. Of course, all of the innovations should be based on evidence (see Table 7.24).

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TABLE 7.24 STEM Road Map—Twelfth Grade Optimizing the Human Experience Theme: Dealing with Natural Catastrophes

NGSS Performance Objectives

Common Core Common Core Mathematics Language Arts

Reading Standards CCSS.ELA. RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.5 RI.11-12.7 RI.11-12.8 HS-ESS3 -1 CCSS.Math. Writing Standards Content. CCSS.ELA. HS-BF.A.1b W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, W.11-12.1e W.11-12.2a, W.11-12.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, W.11-12.2f HS-ETS-2 CCSS.Math. Speaking Standards CCSS.ELA. Content. HSA-REI.C.5 SL.11-12.1a, SL.11-12.1b, CCSS.Math. SL.11-12.1c, SL.11-12.1d, SL.11-12.2 Content. HSA-REI.C.6 SL.11-12.3 CCSS.Math. SL.11-12.4 SL.11-12.5 Content. HSA-REI.C.7 SL.11-12.6 CCSS.Math. Content. HSA-REI.C.8 Language Standards CCSS.ELA. L.11-12.1a-b L.11-12.4 L.11-12.5 L.11-12.6 HS-PS3-3

CCSS.Math. Practices MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8

21st Century Skills

21st Century Themes: Global Awareness Environmental Literacy

Learning and Innovation Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Media and Technology Skills: Information Literacy Media Literacy ICT Literacy

Life and Career Skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Sample STEM Careers in the Twelfth Grade STEM Road Map The variety of integrated content and contexts in the PBLs taught during twelfth grade continue to offer a foundation to explore a variety of careers. In doing so, teachers may want to choose a group of related careers and go through the

The STEM Road Map for Grades 9–12 161

various indicators of prospect and growth during this year, because twelfth graders will need to begin thinking career sustainability for the long-term to meet their life goals. On the www.onetonline.org website, there is a category of occupations called ‘Bright Outlook’ which are expected to grow rapidly in the next several years or are new and emerging fields. A search for the ‘Rapid Growth’ occupations, categorized by an employment increase of 22 percent or more over the next ten years, yields 112 occupations, and the list of occupations can be downloaded into an electronic spreadsheet with one button click. On the website, teachers can find categories for each occupation, and for the twelfth grade level the interests and work values categories will be detailed as a demonstration of how the information can be used to support the PBLs. The interests under the Bright Outlook occupation of actuary include conventional, investigative, and enterprising. Conventional occupations describe those careers that tend to work with data and details than with broad ideas. Investigative occupations involve searching for evidence and solving problems. Enterprising occupations involve initiating projects. Another characteristic of the job of actuary listed on the website is work values, which include the offer of job security and good working conditions, a feeling of accomplishment, and ability to make your own decisions in this career. The extensive lists and descriptions of characteristics of each occupation supplied by the Department of Labor on this website can help students decide if they would like the types of work that a particular career requires and whether there is growth, maintenance, or decline for positions in the field so that twelfth graders can make informed decisions about their future in the workforce.

Summary This chapter presented the STEM Road Map for grades 9–12 as an engaging, realworld approach to integration of core content areas for implementation in high school. With the use of the ideas presented in the STEM Road Map, instruction can be transformed into coordinated modules of instruction. These modules require teams of students to grapple with global and local challenges and problems as they master the content for their grade level. As students mature through grade levels, the instruction becomes increasingly rigorous, which requires students to develop skills and habits of mind necessary for success in future careers. The spiraling approach of the STEM Road Map is intended to equip students with the skills to be lifelong learners who can think flexibly, be informed consumers of information, and be aware of possibilities for their future.

References Card, S. (2009). Information visualization. In A. Sears & J.A. Jacko (Eds.), Human-computer interaction: Design issues, solutions, and applications (pp. 510–543). Boca Raton, FL: CRC Press.

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Heer, J., Bostock, M., & Ogievetsky, V. (2010). A tour through the visualization zoo. Communications of the ACM, 53(6), 59–67. Herman, R. (2003). Green roofs in Germany: Yesterday, today and tomorrow. Paper presented at 1st North American Green Roof Conference: Greening Rooftops for Sustainable Communities, Chicago IL. Intergovernmental Panel on Climate Change (IPCC) (2014). Fifth assessment report (AR5). Retrieved from www.ipcc.ch/report/ar5/index.shtml Köehler, M. (2004). Ecological green roofs in Germany, Journal of the Korea Society for Environmental Restoration and Revegetation Technology, 7(4), 8–16. Merton, R.K. (1965). On the shoulders of giants: A shandean postscript. New York: Free Press. National Aeronautic and Space Administration (NASA) (2014). Engineering design process. Retrieved from www.nasa.gov/audience/foreducators/plantgrowth/reference/ Eng_Design_5-12.html#.U2utz_ldWSo n.a. (2009). Boom time for biomaterials. Nature, 8, 439. Retrieved from www.nature. com/nmat/journal/v8/n6/pdf/nmat2451.pdf Peck, S.W., & Callaghan, C. (1999). Greenbacks from green roofs: Forging a new industry in Canada. Montreal: CMHC/SCHL. Schneider, S.H., et al. (2007). Assessing key vulnerabilities and the risk from climate change. In M.L. Parry, et al. (Eds.), Climate change 2007: Impacts, adaptation and vulnerability. Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (pp. 779–810). New York: Cambridge University Press. U.S. Department of Labor (n.d.) Occupational Information Network. Retrieved from https:// www.onetonline.org/

PART III

Building Capacity for STEM

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8 DATA-DRIVEN STEM ASSESSMENT Toni A. Sondergeld, Kristin L.K. Koskey, Gregory E. Stone, and Erin E. Peters-Burton

Science, technology, engineering, and mathematics (STEM) education is by design multidisciplinary. To provide the most authentic STEM learning environment, instruction should be delivered in an integrated fashion with concepts from across these disciplines infused throughout lessons focused on 21st century skills and themes to address real-world challenges (Johnson, 2013). Assessments of STEM learning, as a result, must align with this instructional approach to elicit valid indicators of student STEM competencies. To assess STEM learning effectively, teachers must adopt and develop a comprehensive assessment system where students are given multiple opportunities to demonstrate their knowledge through varied types of assessments (National Research Council, 2014). Further, assessment data must then be used to inform STEM instructional decisionmaking which allows for greater student learning to occur (Black & William, 2001; Sondergeld, Bell, & Leusner, 2010). Assessments are tools teachers can use to determine student knowledge or skill mastery at varying points during instruction. There are three main types of assessments that can be used in a comprehensive assessment system: diagnostic, formative, and summative. These assessment types differ based on time of delivery and purpose of data use. If an assessment is used for diagnostic purposes, evaluation of student knowledge is done before instruction (pre-assessment) to assess students’ prior knowledge and skills and evaluate their strengths and weaknesses. The data can then be used to inform lesson planning and differentiated instruction. Formative assessments are administered during instruction to determine what students have learned over a short period of time, often the topic or lesson of the day. When assessment results are used formatively, information on student learning, or data, is used to determine gaps in student learning and remediate or plan future lessons accordingly, as well as to inform students of their progress.

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Diagnostic and formative assessments are both used to inform instruction and provide teachers with direction on what needs to be done next instructionally to move student learning forward, thus grades on diagnostic and formative assessments should not be given as the learning process is still underway. Summative assessments, on the other hand, are given at the end of a larger learning segment (i.e. unit, chapter, grading period, etc.) and result in some form of grade to indicate what students have actually learned from instruction. We strongly support this notion of teachers developing and using comprehensive assessment plans and the results to influence STEM teaching as prescribed by national organizations such as National Council for the Teaching of Mathematics (NCTM) (2013) and National Science Teachers Association (NSTA) (2001). However, we also recognize that most teacher preparation programs focus more on instructional methods and less (if at all) on specific assessment development and use strategies. In addition, national efforts to address the integration of engineering education do not focus on assessment. Therefore, teachers are challenged with the task of identifying existing or creating highquality assessments to align with STEM instruction when they may or may not be fully prepared to tackle this job (Mertler & Campbell, 2005; Sondergeld, 2014). Although many districts do provide their teachers with instructional resources that come with pre-made assessments, these assessments all too often fall short in terms of quality, as they were not created by or in conjunction with assessment experts. As such, the purpose of this chapter is to present a practical guide to developing new STEM classroom assessments, and/or modifying current STEM classroom assessments, to be better aligned with integrated STEM curriculum and instruction focusing on learning of complex real-world concepts and practices in order to represent student learning in a valid manner. Additionally, in this chapter we provide guidelines and examples on how to use STEM classroom assessment results.

Standards, Curriculum, Instruction, and Assessment Alignment Quality STEM classroom assessments need to be purposefully aligned with state standards, classroom curriculum, and instruction. One of the many responsibilities of teachers is to unpack the state standards and use them as a roadmap for developing classroom curriculum—or what is taught in the classroom. Once what is to be taught in the classroom is determined, instructional methods (or how we teach) can be decided upon. Classroom assessments then must align with the three previously mentioned components of a high-quality STEM learning environment in order to validly measure student learning of STEM content. While this relationship is discussed here in a somewhat linear fashion, all three classroom components influence each other while being simultaneously impacted by state standards and should not necessarily be completed in this order (see Figure 8.1). For example, backwards design (Wiggins & McTighe, 1998)

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State Standards (Guide for STEM classroom learning environment)

Curriculum

Instruction

Assessments

(What STEM content is taught)

(How we teach STEM content)

(Measure of student STEM learning)

FIGURE 8.1 Ideal interaction between state standards and classroom curriculum, instruction, and assessments. State standards guide development of the classroom learning environment, and classroom learning environment components all influence each other.

recommends that assessments be designed from what is to be taught and once the ‘end point’ is clear, activities to facilitate learning can be developed.

Learning Objectives (LOs) While states provide teachers with content standards and many districts give curricular and/or pacing guides to assist with what content to teach at each grade level, this information must be modified—or unpacked—into specific learning objectives which then allow us to directly measure varying levels of student STEM learning. Clearly defined and measurable (or observable) STEM learning objectives (LOs) are critical in linking quality classroom instruction to assessment. LOs tell us how we expect students to demonstrate their STEM learning and what STEM content we want students to learn. We begin with an example of a clearly defined and measurable possible STEM LO: Predicts outcome of single displacement chemical reaction. ‘Predicts’ tells us how we expect students to interact with the content and how we can observe if they do this correctly (our assessment of them). ‘Outcome of single displacement chemical reaction’ specifies what content we want students to provide. A well written, measurable LO should be written in a straightforward manner and answer the question: How do I want my students to do what? The how component of an LO also allows us to identify student skill level needed for mastery. In a thorough STEM classroom assessment plan, it is imperative that students are given an opportunity to be assessed at multiple levels of learning. To ensure we capture student learning of lower-level skills (e.g. ability to recall and explain content in own words) and higher-level problem-solving skills (e.g. application of content in new ways), implementing a cognitive taxonomy when developing LOs is essential.

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Multiple cognitive taxonomies exist. We choose to focus on Anderson and Krathwohl’s (2001) revised version of Bloom’s Cognitive Taxonomy (Bloom, et al., 1956) in our chapter since it is widely used in science education. Regardless of the taxonomic author, taxonomies are classification systems that can be used as a guiding framework when developing LOs. Taxonomies are hierarchical in that students need to master lower-level skills before higher skills. Further, assessment of lower-level skills typically looks different than assessment of higher-level skills because they require different levels of cognitive skill to master. Figure 8.2 illustrates the theoretical hierarchical structure of Bloom’s Revised Cognitive Taxonomy. Bloom’s revised taxonomic levels, their respective definitions, measurable keywords (verbs) at each level, and a STEM example are provided in Table 8.1.

Creating

Evaluating

Higher-Level Skills

Analyzing

Applying

Understanding

Lower-Level Skills

Remembering

Hierarchical structure of Bloom’s Revised Cognitive Taxonomy. Lowerlevel skills need to be mastered before higher-level skills.

FIGURE 8.2

TABLE 8.1 Bloom’s Revised Taxonomy Defined with Keywords and STEM Examples

Taxonomic Level Definition

Sample Keywords

STEM Examples

Creating

Putting parts together into a unique whole.

Compose, Create, Design, Formulate, Generate

Evaluating

Judging the value Conclude, Compare, of a product using Support, Criticize, specified criteria. Justify

Design a chamber that will act as a closed system for a chemical reaction to demonstrate the law of conservation of mass. Justify if decomposition reactions are necessary for a healthy ecosystem. (Continued)

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TABLE 8.1 (Continued)

Taxonomic Level Definition

Sample Keywords

Analyzing

Diagram, Outline, Deduce, Illustrate, Discriminate

Breaking down material into component parts.

STEM Examples

Deduce the type of chemical reactions that occur during cellular respiration. Use, Solve, Produce, Solve for the limiting Applying Using previous Compute, Organize reactant that will knowledge in produce the amount of new and different concrete needed for a settings. parking structure using the chemical reaction equations in the cement hydration process. Understanding Grasping the Explain, Give Examples, Give an example of meaning of Summarize, Paraphrase a common chemical material. reaction used in manufacturing. Remembering Remembering Define, List, Recall, List the six types of previously learned Identify chemical reactions. material.

To implement a comprehensive STEM classroom assessment plan, regardless of the content being covered, some degree of lower-level skills (i.e. Remembering and Understanding) and higher-level skills (i.e., Applying, Analyzing, Evaluating, and Creating) should be taught and assessed. The degree to which lowerand higher-level skills is addressed in a lesson or unit will largely be determined by student grade level, cognitive abilities, and curricular content.

Unpacking Standards to Develop Measurable LOs Unfortunately, current state and/or national content standards do not typically provide teachers with well-defined and observable LOs. Thus, teachers must unpack their state adopted content standards in order to instruct and assess STEM learning. When unpacking state adopted content standards to create functional LOs there are four basic guidelines to follow: 1)

Content is not an Objective—an action/skill stating what a student will do along with the content must be identified. • Poorly Written Example: Students read lab report. • There is no skill here. Just because students can read the lab report does not mean they understand what was in the report. • Better Written Example: Interpret lab report results. • This demonstrates student learning if they can interpret the results.

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2) Focus on Student Behavior—not on teacher’s actions. • Poorly Written Example: Teach students six categories of chemical reactions. • This does not indicate the student has learned anything just because the teacher teaches. • Better Written Example: Distinguishes among six types of chemical reactions when given formulas. • Focus is on the student. If students can distinguish they are showing what they have learned. 3) Objectives are Unidimensional—focus on only ONE concept at a time in an LO. • Poorly Written Example: Define and give examples of physical and chemical changes. • This mixes multiple concepts into one LO making it so we cannot clearly assess student learning of this LO well. • Better Written Example: LO1: Define physical change. LO2: Give examples of physical changes. LO3: Define chemical change. LO4: Give examples of chemical changes. • Each LO now focuses on only one concept at a time and we can easily assess which component(s) a student has or has not mastered. 4) Specify Cognitive Level—This helps clarify the level that assessment items should target. • Poorly Written Example: LO1: List the six types of chemical reactions. LO2: Solve chemical reaction equations. LO3: Deduce the type of chemical reaction when given a formula. • LOs are reasonably written, however the taxonomic level is not provided making it difficult to determine if the appropriate level of learning is occurring for students. • Better Written Example: LO1: List the six types of chemical reactions. (Remembering); LO2: Solve chemical reaction equations. (Applying); LO3: Deduce the type of chemical reaction when given a formula. (Analyzing) • LOs now have taxonomic level identified showing that there may be a need for additional lower-level LOs to be developed and assessed in addition to the higher-level LOs. To further illustrate the four basic principles of writing functional LOs we draw upon the Next Generation Science Standards (NGSS) (2014). Our example of unpacking NGSS comes from the grades 3–5 Energy section. 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. This NGSS standard combines multiple concepts into one standard and needs to be unpacked into specific measurable LOs in order to more clearly assess student

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learning of individual concepts. The following LOs offer one example of how this NGSS standard could be unpacked. LO1: Design a device that converts energy from one form to another. (Application) LO2: Diagram energy transfer points in device. (Analyzing) LO3: Explain types of energy transfer occurring in device. (Understanding) LO4: Use data collected to modify energy conversion device. (Application) LO5: Justify whether device transfers energy most efficiently compared to prior developed device models. (Evaluating)

Assessment Tools Once functional learning objectives are defined, the development of a STEM classroom assessment plan can begin. A reasonable assessment plan in any STEM classroom must be multi-faceted, primarily because the learning objectives that govern the classroom are themselves multidimensional (National Research Council, 2014). Additionally, a STEM classroom assessment plan should have both preand post-assessments to assess student prior knowledge and determine student knowledge growth. Assessments should be selected based on the need to appropriately measure the learning objectives in the most effective and efficient manner. The learning objectives outlined in the STEM classroom tend to reflect the full range of remembering through creating level expectations, and as a result it is most sensible to employ a full range of objectives (e.g., multiple-choice) and selfconstructed (e.g. essay response and performance assessment) item types to measure those expectations. It is incumbent on the teacher to determine (1) which item type is most effective and efficient for the learning objective being measured, and (2) how to best develop the item being deployed. In this section, we review the basic decision to be made on deployment of the item type and the fundamental rules associated with writing each type of item. Items may be divided succinctly into two major categories: objective and self-constructed. These groups depend largely on the intervention of the instructor during the grading process. Objective items may be graded with a key, and require little or no grader interpretation. Answers are correct or incorrect when considering objective items; no grading rubrics are needed, and no human interpretation, or speculation, is required. Objective items include such item types as multiple-choice, true/false, matching, and, when no partial credit is given, fill-in-the-blank. Self-constructed items must be graded using a rubric, and thus require teacher interpretation. The self-constructed category is very broad, and includes traditional item types such as essays and short-answers, as well as portfolio assessments, practical and performance assessments, projects, papers, and other forms of rubric-graded evaluations. The key difference in the two assessment types is teacher/grader interpretation. Interpretation allows for significantly

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deeper evaluation and understanding. It also encourages bias, distortion, and what measurement experts call error. Error is anything that impacts upon accurate assessment of student ability. It is the combination of error and student ability that makes up an assessment score. There are endless potential sources of error. Students may cause error by not getting enough sleep before an assessment or feeling ill during an assessment. Teachers may also introduce error to an assessment score by administering poorly developed items, providing confusing directions, or using inconsistent grading practices. It is important to realize that assessments in general are simply measurement devices, designed to help teachers understand what students have mastered and what they have not yet succeeded at learning. They are not meant as learning tools per se, although once completed, they may be used as such. As a result, we must treat them as measurement tools. Our goal in assessment is to maximize information (the good information about what students can do with the material) and minimize error (the bad information we cannot control, but cannot entirely get rid of, in part because we can never make perfect tests). To do this, we must carefully match the needs of our learning objectives to the assessment types. For over a century, objective items, particularly well-written multiple-choice items, have demonstrated the ability to capture a great deal of information about student skill while excluding extraneous error. Multiple-choice items get harder to write as we move higher up the cognitive taxonomy. They are easiest when written at the lower-levels (remembering, understanding, applying) and very difficult and impossible in some cases at the higher-levels of evaluation (analyzing, evaluating, creating). In fact, they are so difficult and time–consuming to write at the higher taxonomic levels that while they may be effective, they are not efficient. It is recommended, therefore, that teachers strongly consider the use of multiple-choice and/or other objective items when assessing LOs at the cognitive taxonomic levels of remembering, understanding, and applying, but consider alternative forms for higher taxonomic levels. Furthermore, applying is a crossover level, where both objective and self-constructed item types are appropriate. Within this approach, which stresses the most effective and efficient model, self-constructed items, including performance assessments, are best utilized for assessing higher-level skills. The higher-level taxonomic objectives tend to be multi-faceted, requiring complex thought processes, steps, and often take the student significant time to complete. They also take significant time to grade. Because of these dimensions, they are far better evaluated using a multidimensional rubric than a simple correct/incorrect key. Further, they allow the teacher to assess student thought process throughout the exercise, encouraging the evaluation of development rather than of outcome alone. The minimization of error and maximization of student ability information requires both the selection of an appropriate item type and the deployment of a reasonably well-written item. Teachers should be cognizant of the simple but clear rules for the development of each type of item. Following these rules will greatly improve the quality of information that emerges from the developed

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assessments and reduce much error introduced by poorly written items. The 20 guidelines compiled below for developing successful multiple-choice items come from our experiences analyzing high- and low-stakes tests in multiple fields of study, as well as the literature (see Haladyna, Downing, & Rodriguez, 2002). Assessments written following these guidelines typically produce more reliable results that are a better indication of student skill mastery.

Twenty Keys to Developing Successful Multiple-Choice Items 1) Create Plausible and Real Response Options. When constructing the options, ensure that they are plausible and real. Ensure that the incorrect answers are reasonable but clearly incorrect and do not make up nonsense terms. The ultimate goal of the item is to differentiate between those who know the material and those who do not. By adding tricky or unrealistic options, it makes it difficult to differentiate in this regard as students quickly eliminate the unrealistic options. 2) Alphabetize/Logically Order Answer Options. By alphabetizing the options (or ordering the numbers in the options) it will ensure that the answers are random (i.e. there will not be too many of any one particular letter). 3) Do not Repeat Words in the Answer Options. If the same word or words appear at the beginning of all the options, move those repeated words (e.g. ‘the,’ ‘a,’ ‘an’) into the main stem of the item. 4) Answer Options should be Independent and Mutually Exclusive. Selections in Option A, for example, should not appear in Options B, C, or D. When this occurs, the items become known as complex multiple-choice items and the functioning of the item is severely compromised. Each option should be completely unique. If asking about a list or a sequence is desired, then a form of a question other than a multiple-choice item should be selected. 5) Avoid the Use of Negatives (e.g., “Which of the following is not . . .” or “All of the following are true except . . .”). While they are easy to write, they are generally confusing and perform poorly. Research indicates that items worded negatively are very confusing and generally cause more error to be measured than ability. 6) Do Not Teach in the Question. Examinations are not meant as learning exercises. Let the learning occur before and after the assessment. If the material presented in the question is not directly needed for the question, exclude it. 7) Refer to a Learning Objective. Each item must refer to a learning objective. Ensure that all items closely match the objectives. What isn’t in the objectives cannot be assessed. 8) All Items Should Present a Question (a Problem) in the Stem. Do not make students read the stem (the question) and all the options before they figure out what is being asked. 9) Avoid Using “All of the Above” and “None of the Above.” Items with these options tend to perform poorly, causing greater errors and less information to be measured because they are often the correct answers.

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10) Avoid Biased Language and Cultural References. Not all students come from a single community or background. Multiple-choice items should be biased, but only against those who do not know the material. They should not be biased based on a student’s ethnic, gender, or socio-economic background. 11) Watch the Grammar and Parallel Content of the Options. Ensure that all options are grammatically correct (particularly if they complete the sentence in the stem of the question) and of parallel content. If the options complete the sentence, make certain each option does so in a grammatically correct fashion. Making certain the options are parallel reduces guessing. For example, if the correct answer is a noun, ensure all options are nouns. 12) Keep the Lengths of the Options Similar. If the correct answer is very short or very long compared to the incorrect options, students are often cued to select that answer even if they do not know the content and this defeats the purpose of the item. 13) Avoid Using Ambiguous Terms. Avoid using ambiguous terms like usually, often, or rarely. Be specific. When ambiguous words are used, students are left wondering, “How often is often?” Instead, specify a percentage or frequency of occurrence. 14) Avoid Abbreviations. Avoid abbreviations unless they are standard, should be remembered, and are printed in textbooks. For example, if students are learning about measurement and have learned that cm = centimeters, it would be acceptable to use such an abbreviation in an item. 15) Do Not Clue the Answer. Avoid using associations, phrases, or wordings that are too similar between the question and the options. 16) Choose the Incorrect Answers Wisely. Create incorrect answers based on common error or misconceptions when possible. This helps when diagnosing where the specific problems are in student learning or teacher teaching. 17) Ensure There is Only One Correct Answer. Make sure your incorrect options are not partially correct, and that your correct answer is by far the best answer. 18) Testing Definitions. When testing definitions, place the word being assessed in the question (stem) and the multiple definition possibilities as the options. 19) Be Simple, Direct, and Concise. Avoid presenting irrelevant information. Ask yourself, “Does the student need this information to answer the question?” 20) Use a Straightforward Vocabulary. Do not use 100 words when 25 words will do just fine. The language of each item should be written at the reading level of the lowest student.

Ten Key Questions to Ask When Developing Self-Constructed Assessments It is important to remember the broad scope that the term self-constructed (or constructed response) encompasses. The purpose of self-constructed items is to

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allow students to apply their understanding of concepts through free expression without artificial restriction or prompting. In STEM education essays, including math problems where students are asked to “show their work,” short answer problems, papers, projects, presentations, so-called authentic assessments, and portfolios are all part of the self-constructed toolkit. While each of these assessment types is clearly different, they all share common elements, including the need for clear and precise directions, and the requirements for rubric usage when grading (discussed later in this chapter). The key principles addressed in this section apply to all self-constructed assessments: 1) Does the assessment have a clear purpose that specifies the decision that will be made resulting from the assessment? For example, will the results be used formatively (to provide students with feedback to improve their learning) or summatively (to provide a grade for students)? Will the assessment focus on process, product, or both? 2) Have the observable aspects of student performance or product that will be judged been identified? Supply the performance criteria (i.e., the rubric) with the specific, observable standards by which the student performances or products will be assessed. It is preferable to limit the criteria to a reasonable and manageable number. 3) Can you provide an appropriate setting, where applicable, to complete the task and ensure that all students can complete the assessment? Because self-constructed projects are themselves multidimensional, the scoring rubric should result in one or more scores that describe the performance. 4) Does the assessment evaluate an important aspect of the learning objectives, requiring the student to demonstrate more than just facts, lists, definitions, etc.? 5) Does the assessment match the learning objectives in terms of performance, emphasis, and weight given to the assignment (e.g., number of points in the grading scheme)? 6) Does the assessment require the students to apply their knowledge and skills to solve new and novel problems? 7) When viewed in relation to the other assessments in the class, does this assessment measure new information covering the range of content and behavior specified in the learning objectives? 8) Is the assessment focused? Does it define a task with specific directions rather than leaving the assignment so broad that almost anything would be acceptable? 9) Is the task defined by the assessment within a level of complexity that is appropriate for the intellectual ability and maturity of the particular students? Make sure the assessment is worded in a way that leads all students to interpret the assignment in the way you intended. 10) Do the directions make clear all necessary items for completion, i.e., length, purpose, and the basis for evaluation? Annotated Example: You are an architect hired to create a new shopping mall1. Using the building materials supplied in class, create a model of a

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shopping mall and demonstrate how you used at least two different geometric principles in constructing the model2. (For instance, how would you use geometry to build a perfect square?)3 Show all equations and how they were used to create your model in a short paper (approximately three to five pages)4. You and your fellow architect classmates will present your models and your use of geometry to the class next week5. You will be graded on the correctness of your use of the geometric principles in constructing your model and your in-class explanation6.

Notes 1. Provides the student with a real-world, interesting problem, grounded in activity. 2. Indicates that all students will start from a level playing field (e.g. materials supplied in class) and tells the students what they will physically do during the project. In addition, it describes and connects the principles learned with the action. 3. Provides a specific example of the physical/theoretical connection that may be explainable. 4. Provides the student with an understanding of how they will communicate part of their fundamental understanding (i.e. via a paper) and what should be included in that paper. Also provides parameters for the length of the paper. 5. Provides the student with a further understanding of how they will communicate the remainder of their understanding (i.e. via a presentation) and how that presentation should be made. 6. Offers the student insight into how the project will ultimately be graded.

Developing and Using Rubrics A rubric is a scoring tool for a self-constructed assessment that lists the criteria for a piece of work. Rubrics indicate to all stakeholders ‘what counts.’ There are multiple purposes for using rubrics in grading self-constructed assessments. Wellconstructed rubrics define quality for students and teachers—there is no guessing about what needs to be done to earn full credit on a self-constructed assessment. Quality rubrics allow students to accept more responsibility for their own learning and help students improve their work by using the rubric as a guide when creating and/or revising assessments. Additionally, rubrics help teachers explain why students received their grade on somewhat subjectively graded assessments. Most importantly, rubrics are essential for ensuring fair and meaningful results to self-constructed assessments.

Creating Different Types of Rubrics Regardless of the type of rubric developed, there are two main characteristics rubrics must possess. First, in developing a rubric you need to determine the evaluative criteria. This means deciding which factors or skills will be assessed. Ask yourself: “What are the pieces of the puzzle that need to be graded in this STEM

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assessment?” Once the evaluative criteria are established, qualitative descriptions of differences need to be formed. For each criteria being graded (piece of the puzzle) a meaningful distinction between possible scores must be provided so students understand what is expected to earn full credit and teachers are able to be consistent with grading. There are two main types of rubrics: analytic and holistic. Checklists may also fall into the category of grading tool for self-constructed assessments but will not be discussed in this chapter.

Analytic Rubrics When using an analytic rubric, each criterion (or piece of the puzzle) is graded separately. Multiple scales may be used with different point values depending on the importance of the criterion. Analytic rubrics give diagnostic information providing for formative and descriptive feedback for students to use when revising assignments or completing future assessments. However, they often take a considerable amount of time to create and may be tedious to apply. The following illustrates a student task and corresponding analytic rubric (Table 8.2). Student Task: Describe the concepts of potential and kinetic energy. Give an example of each in your description. Write at least two complete sentences and use your best spelling (6 pts possible).

TABLE 8.2 Analytic Rubric Example for Potential/Kinetic Energy Task

1) Student correctly explained terms 2 pts Answer was clear and fully correct with both potential and kinetic energy described properly. 1 pt One or more parts of the answer were nearly correct, but the student missed a key concept. 0 pts Student failed to provide correct answer. 2) Examples were clear and correct. 2 pts 1 pt 0 pts

Both examples were appropriate. One example was appropriate. Neither example was appropriate.

3) Length 1 pt 0 pts

Two complete sentences used. Less than two complete sentences used.

4) Grammar/Spelling 1 pt 0 pts

Minimal errors that do not impede understanding. So many errors that meaning is unclear.

Score: _____ /6 pts

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Holistic Rubrics This type of rubric evaluates all criteria (pieces of the puzzle) at the same time and applies one scale across the entire rubric. Therefore, a student’s score is based on the lowest competency demonstrated across all criteria. Holistic rubrics are often considered more efficient to apply when grading a large number of assessments, but lack formative and descriptive feedback. If a holistic rubric is on a scale of 0–4 and a student receives a score of 2, they will not know why they received this score unless specific measures are taken to indicate strengths and weaknesses of the student’s work. The following illustrates the same student task as before, but shows a potential holistic rubric for grading the assessment instead (Table 8.3). Student Task: Describe the concepts of potential and kinetic energy. Give an example of each in your description. Write at least two complete sentences and use your best spelling. TABLE 8.3 Holistic Rubric Example for Potential/Kinetic Energy Task

4/A

3/B

2/C

1/D 0/F

Both potential and kinetic energy are described properly; appropriate examples of both types of energy are provided; writing is clear and well organized into two or more complete sentences. Both potential and kinetic energy are described properly; examples of each type of energy are provided but may not be appropriate; writing is clear and organized into two or more complete sentences. Potential and kinetic energy are described but one description may not be completely accurate; examples may not be appropriate; less than two complete sentences are provided; writing needs editing. Energy forms are not completely accurate; examples are not provided; less than two complete sentences are provided; writing needs significant editing. Essay is not about kinetic and potential energy and/or so many errors in grammar and spelling make meaning impossible to interpret.

Strengths: Areas for improvement: When constructing a rubric, there are some questions you should ask yourself: • • • • • •

What are the learning objectives? Does the rubric align with these? What are the pieces of the puzzle the student is expected to provide (specific attributes to assess)? Should an analytic or holistic rubric be used to evaluate the assessment? Which criterion is the most to least important? Should these be weighted differently? Are all achievement categories clearly distinct, or do they overlap? Will the final score produce a meaningful grade representative of the student’s ability level?

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Sources of Error When Applying Rubrics Recall that all assessment scores are comprised of two components: student ability and error. Failing to use rubrics in a standard and systematic fashion also adds to error in assessment results. Every assessment will undoubtedly have some degree of error associated with the score regardless of the type, and selfconstructed assessments are typically worse in this regard since student scores are subjective as they are based on grader interpretation. Although we can never eliminate error, we can minimize the error by making ourselves aware of common mistakes when scoring self-constructed assessments that lead to additional error in assessment results. Procedural flaws, or the way we use rubrics, can result in lack of consistency when scoring student work. These flaws can occur when a rubric is being used differently by multiple raters and is called inconsistent standards. If a student would earn an ‘A’ if scored by one teacher and a ‘B’ if scored by a different teacher, inconsistent standards are being applied. Rater drift is another type of procedural flaw leading to additional error. This drift happens when an individual rater fails to pay attention to the criteria established or changes how they grade the criteria over time. Personal bias errors are also common when scoring self-constructed assessments. Changes in topic and prompt may lead to personal bias errors as the rater may like one topic more than another and resultantly give the topic higher grades. The carryover effect may take place when a teacher scores multiple selfconstructed responses (e.g. short answer or essay items) by the same student and judgment of response to question 1 impacts judgment of response to question 2. For example, if a student answers question 1 poorly, the rater may have a bad feeling about the student’s performance when grading question 2. Finally, the halo effect occurs when a teacher grades based on criteria that are not specified in the rubric. For instance, if a student uses good grammar or provides a very lengthy response their score may be higher even if their response does not fully answer the item. Scoring suggestions to keep in mind that will help reduce error are as follows: •

• • • •

Converting rubrics to grades needs to be a logical process rather than a mathematical process. If using a 1–4 point scale, should a 3 on this scale be considered a 75 percent, which is typically a ‘C’ in most classrooms? Or should a 3 really be viewed as a ‘B’? Score assessments anonymously to reduce personal biases. Score essays one topic/item at a time to increase consistency in scoring across students. Score subject-matter separately than grammar, spelling, and mechanics. Have another set of knowledgeable eyes review your rubric and give you feedback before implementing to ensure rubric is clear and aligned with learning objectives.

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Revise, revise, revise. The first time a rubric is crafted and used it will typically not work as well as you hope it will—this is quite normal. Make sure you revise your rubric based on the flaws that you experience and try it again! Resources to assist in constructing rubrics are provided in the Appendix.

Using Assessment Results to Inform Decision-Making The use of assessment results to inform teaching is commonly referred to as DataDriven Decision Making (DDDM), which is the “systematic collection, analysis, examination, and interpretation of data to inform practice and policy in educational settings” (Mandinach, 2012, p. 71). Researchers and practitioners have found using student assessment data to inform practice increases student performance (Alwin, 2002; Doyle, 2003; Peterson, 2007; Wayman, 2005). It is for this latter reason that the U.S. Department of Education, particularly the Institute of Education Sciences (IES), emphasizes the use of DDDM at the classroom, school, district, state, and national levels for continuous improvement. After all, there is no point investing time in administering and completing assessments if we don’t use the results in some fashion beyond to determine students’ grades. As the U.S. Secretary of Education, Arne Duncan (2009), shared, “Data gives us the roadmap to reform. It tells us where we are, where we need to go, and who is most at risk. What we need to do to teach and how to teach it.” The IES outlined five helpful recommendations on Using Student Achievement Data to Support Instructional Decision Making (Hamilton, et al., 2009) that apply across content areas including STEM education. The first two recommendations are specific to teachers’ use of data at the classroom level: (1) use assessment data as part of a continuous cycle of instructional improvement, and (2) teach students how to analyze their own assessment data to set individualized learning goals. Building a systematic process that is ongoing and cyclical so that each stage in your process informs the next stage is key to implementing the first recommendation. Many school districts now have a DDDM model outlined for teachers to follow. If your district does not provide such a model, develop a process that works for you. Six qualities should be reflected in this process as outlined in Table 8.4. These qualities are based on what Mandinach (2012) communicates are the six skills teachers need in order to exercise pedagogical data literacy. These skills involve moving beyond marking how many questions students got correct or incorrect or determining a student’s performance level based on rubric ratings. Central to the process is to not only collect multiple forms of assessments, but also triangulate the results to make informed decisions about the next steps in instruction. Hamilton et al. (2009) outline a four-step process that can be used as a guide for implementing the second recommendation to scaffold students to participate in the DDDM process. Analyzing, evaluating, and creating are higher-level thinking skills targeted in the STEM standards and thus it is reasonable to expect

Collect multiple forms of data

Use a technology tool or instructional management system to assist in organizing and analyzing data Identify patterns across the assessment results for individuals and the class as a whole Triangulate the results from multiple assessments Consider the most pressing next steps to take in instruction and set learning objectives

Collect Data

Organize Data

Determine the level of proficiency for the Performance Expectation, given the Assessment Boundary. If students can develop models of varying complexity accurately, the teacher can move on to more sophisticated material. If students can only develop simple models such as methane, the teacher should provide scaffolding for more learning opportunities before assessing the Performance Expectation again.

Determine proficiency by looking across assessment and across Disciplinary Core Ideas, Crosscutting Concepts, and Practices.

Look across Disciplinary Core Ideas, Crosscutting Concepts, and Practices for trends in individual student learning, and across rating scales and items for validity.

Performance Expectation MS-PS1-1 from NGSS—Develop models to describe the atomic composition of simple molecules and extended structures: use rubric for ammonia and diamonds (varying complexity) to find level of proficiency of Scientific and Engineering Practices—Developing and Using Models; measure student learning of Disciplinary Core Ideas through objective items such as multiple-choice items: different substances are made of different types of atoms, and Crosscutting Concepts with self-constructed items such as essay prompts: create a visual system to describe types of bonds; there may be overlap of constructs across assessments. Input scores in electronic gradebooks, spreadsheets, or tablet applications organized by Science and Engineering Practice, Disciplinary Core Idea, and Crosscutting Concept as well as by assessment implementation and by student.

Example

Note: DDDM Process Quality indicators come from Mandinach (2012).

Prioritize Next Actions

Synthesize Data

Analyze Data Summarize Data

Helpful Tips

Quality

TABLE 8.4 What to Include in Your DDDM Process

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students to exercise these same skills to move their own learning forward. First is to share the performance criteria with the students, which communicates the student learning outcomes and highlights the most important criteria. In order to monitor their own learning, students need a clear understanding of what they are supposed to be able to do. Second is to provide constructive and efficient feedback. Feedback should not only highlight the areas of strength and weaknesses, but also provide specific suggestions on how to improve (Brookhart & Nitko, 2015). In order for students to use feedback on objective-type assessments to make decisions about their own learning, rationales should be provided as to why each distractor (incorrect option) was incorrect and why the correct answer was correct. Oftentimes, feedback includes what the correct answer is but not the why. The third and fourth steps relate to scaffolding students to engage in the DDDM process through providing students with tools to learn from their feedback and analyze their own assessment results (Hamilton, et al., 2009). To achieve these steps, teachers should assist students in organizing their assessment results to provide a visual for them to track their growth and easily identify their strengths and areas needing improvement. For example, have students document how their answers compared to the correct answer or criterion, why the answer was incorrect or why they did not achieve the highest rating, and what goals they need to set to improve. Students are essentially engaging in their own DDDM parallel to the teacher but asking themselves: “What do my assessment results indicate about my progress towards the learning objectives?” “What are my strengths?” “What areas do I need to improve?” “What goals should I set?” and “What are my next steps to meet those goals?” The types of data you will work with in this process will vary depending on whether the assessment is objective or self-constructed. Objective-type assessments produce ‘correct’ and ‘incorrect’ responses to analyze. If you are comfortable in using Excel or a similar program, an item analysis can be conducted where you score each response as either correct (1), or incorrect (0), to then examine what percentage of students got each item correct and how highly related the students’ performance on an item was to their overall score, along with a number of other indicators of item quality. Another simple way to analyze objective-type assessment data is to simply create a matrix ordering the highest to lowest performing students in the left column and the items across in subsequent columns as illustrated in Figure 8.3. Organizing the data in this fashion can provide quick insight on individual student performance, the performance of the class as a whole, and which items might have unexpected response patterns that might indicate an assessment error (e.g. incorrect key, item not linked with a standard, confusing item wording) or misconception held by the students. Further, linking each item in the matrix with the student learning objective or standard aligned helps to provide a visual to detect patterns in performance related to specific standards to assist in making

(PS4.B) 1 1 1 0 1 0 1 0 0 5

6 (PS4.C) 1 1 0 1 0 0 0 0 0 3

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Some students who score low overall get Item 3 correct, perhaps indicating an issue with the item (Is the correct answer cued? Is the key incorrect?). 2 Students, including the high performers, score low on the items aligned to standard PS4.C (Information Technologies and Instrumentation), indicating that re-teaching might be needed. 3 Student 1’s pattern in scores reveals an anomaly on Item 9 (Is the key correct? Does the item wording need improvement? Does this student need additional instruction on this concept?).

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Matrix of Results for an Objective-Type Assessment

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FIGURE 8.3

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more targeted decisions on areas of strength and needing improvement. Creating a similar matrix for each item for each response option can further illuminate the performance of the response options, such as whether the incorrect options were selected at all or need to be replaced with better distractors and what incorrect response options are being selected, pointing to what misconception to directly address in instruction. Rubrics produce more detailed data as to what degree a student mastered each criterion, resulting in useful information to identify patterns in student learning. Organizing rubric ratings in a similar fashion to that illustrated in Figure 8.4 provides an efficient visual of students’ areas of strengths and weaknesses to again guide more targeted decisions for the next steps in instruction. The key question to ask is whether the evidence from the assessment corroborates with the evidence from the students’ other assessment results. If the results from across assessments corroborate, then you can be more confident in using that data to inform students’ learning and make an action plan for the next steps in instruction. So, what do you do once you have collected, organized, summarized, and synthesized the data? The answer to this question depends on the purpose of the assessment. If the purpose is diagnostic, the data are used to inform areas of weaknesses to target, and determine what instructional strategies to implement to best target those weaknesses. If the purpose of the assessment is formative, the data are used to inform if students are on track and if not, what next steps are needed to move learning forward. Considerations for each student and the class as a whole should be made. This point is optimal for students to write individual goals as they monitor their own progress or to reflect on their progress using a coding system such as Red = Can’t do it, Yellow = Need improvement or Can do it with help, Green = Can do it without help. Finally, if the purpose of the assessment is summative, the data are used to inform to what degree the students mastered the learning objectives and whether significant growth occurred from the pre- to post-assessment. Summative assessment data can also be used in a formative way, however. For instance, the data from an end of the unit summative project can be used to inform next steps in instruction in that even though that unit is concluded, general skills might continue to need to be targeted throughout the academic year. In the example from Figure 8.4, we learned that students need additional scaffolding in explaining solutions, which is a skill that can be targeted across units. Regardless of the purpose of the assessment, after each assessment the data can be used to inform students’ learning, your instruction, and the quality of the assessment used. When reflecting on the students’ learning, ask yourself: • • • •

“Are the students progressing?” “What are the students’ strengths and weaknesses?” “Where are the students in their learning compared to where they are expected to be?” “Did the students’ performance significantly improve over time?”

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Order and Expression of Length of Objects2

Students have difficulty satisfying the criterion of Explain Solutions. Even the high performing students need improvement on this criterion. Evidence from this assessment provides one indicator that students mastered Ordering and Expressing the Length of Objects.

Notes: Ratings range from 1–3 whereby 1 = Not Evident, 2 = Needs Improvement and 3 = Proficient.

FIGURE 8.4

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Criterion (Standard Aligned) Use of a Use of Tools to Solve a Variety of Specific Methods in Scientific Problem Investigations (1-PS4-1) (1-PS4-4)

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When reflecting on your instruction, ask yourself: • • •

“What remediation is needed?” “What modifications are needed in my instruction?” “Did I achieve my goals?”

Reflecting on the quality of the assessment tool is perhaps the least discussed in the literature but is imperative to improving our assessments in terms of validity and reliability. Questions to ask when reflecting on the quality of the tool include: • • • • • •

“Does the data indicate that an item needs revisions?” “Was the assessment the appropriate difficulty level?” “Did the assessment yield the intended information or does the prompt or task need revision?” “Was the rubric easy to apply when rating students’ products or are revisions needed on the rating scale or descriptors?” “Did the students understand the directions?” “Was sufficient time provided to complete the assessment?”

Conclusions/Summary STEM classroom curriculum and instructional strategies are becoming necessarily interdisciplinary and more rigorous to align with real-world challenges. To successfully assess STEM learning, it must be done through the use of a comprehensive assessment plan aligned with clearly defined learning objectives at various cognitive levels, incorporating multiple types of assessments, and using data to inform instructional decision-making. The alignment and integration of a STEM assessment plan will make the process of instruction significantly more fruitful and fulfilling. Using the practical strategies provided in this chapter to develop new STEM assessments or revise current STEM assessments will lead to more effective assessment practices that produce results more representative of actual student ability while minimizing error.

Resources Resources for Creating and Implementing Rubrics 1)

Factors to consider in weighting the criteria: www.teachervision.com/teachingmethods-and-management/rubrics/4525.html?detoured=1 2) Electronic tools for creating rubrics: a. b.

Rubistar: http://rubistar.4teachers.org Google Forms: 

www.educatorstechnology.com/2013/10/this-is-how-to-createrubrics-using.html

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https://docs.google.com/templates?type=forms&q=rubric&sort= user&view=public www.googlegooru.com/tips-for-teachers-using-google-forms-asgrading-rubrics/

Resource for Conducting an Item Analysis 1)

Fulcher (2014) provides a free tool for conducting an item analysis at: http:// languagetesting.info/statistics/excel.html

References Alwin, L. (2002). The will and the way of data use, School Administrator, 59(11), 11. Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives. New York: Longman. Black, P., & William, D. (2001). Inside the black box: Raising standards through classroom assessment, Phi Delta Kappan, 80(2), 139–148. Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Brookhart, S.M., & Nitko, A.J. (2015). Providing formative feedback. In S.M. Brookhart & A.J. Nitko (Eds.), Educational assessment of students (7th ed., pp. 153–165). Boston, MA: Pearson Education. Doyle, D.P. (2003). Data-driven decision-making: Is it the mantra of the month or does it have staying power? T.H.E. Journal, 30, 19–21. Duncan, A. (2009, June). Secretary Arne Duncan addresses the Fourth Annual IES Research Conference. Speech made at the Fourth Annual IES Research Conference, Washington, DC. Retrieved from www2.ed.gov/news/speeches/2009/06/06082009.html Fulcher, G. (2014). Excel spreadsheets for classical test analysis. Retrieved from http:// languagetesting.info/statistics/excel.html Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009, September). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/ dddm_pg_092909.pdf Haladyna, T.M., Downing, S.M., & Rodriguez, M.C. (2002). A review of multiplechoice item-writing guidelines for classroom assessment, Applied Measurement in Education, 15(3), 309–334. Johnson, C.C. (2013). Conceptualizing integrated STEM education, School Science and Mathematics, 113(8), 367–368. Mandinach, E.B. (2012). A perfect time for data use: Using data-driven decision making to inform practice, Educational Psychologist, 47(2), 71–85. doi: 10.1080/00461520. 2012.667064 Mertler, C.A., & Campbell, C. (2005). Measuring teachers’ knowledge and application of classroom assessment concepts: Development of the Assessment Literacy Inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

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National Research Council (2014). Developing assessments for the Next Generation Science Standards. Washington, DC: National Academies Press. Next Generation Science Standards (2014). Topical arrangement of standards: Next Generational Science Standards. Retrieved from www.nextgenscience.org/search-standards Peterson, J.L. (2007). Learning facts: The brave new world of data-informed instruction, Education Next, 1, 36–42. Sondergeld, T.A. (2014). Closing the gap between STEM teacher classroom assessment expectations and skills, School Science and Mathematics, 114(4), 151–153. Sondergeld, T.A., Bell, C.A., & Leusner, D.M. (2010). Understanding how teachers engage in formative assessment, Teaching and Learning, 24(2), 72–86. Wayman, J.C. (2005). Involving teachers in data-driven decision-making: Using computer data systems to support teacher inquiry and reflection, Journal of Education for Students Placed at Risk, 10, 295–308. doi: 10.1207/s15327671espr1003_5 Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: ASCD.

9 SOCIOTRANSFORMATIVE STEM EDUCATION Alberto J. Rodriguez

One of the most significant advances of cross-cultural education research is that it has served to debunk the tedious, tired, and tried models of cultural assimilation (Banks & McGee, 2004). The predominant assimilationist ‘melting pot’ model has been clearly shown to be a cracked pot from the onset, and more researchers, educators, and policy makers seem to be more willing to recognize that it is indeed in the celebration of our cultural diversity that our greatest strength lays as a nation now and in the future. However, the impacts of research findings in this field on teacher practice, student learning, and policy have been minimal primarily due to the disconnection between cross-cultural education research and research on learning. In other words, the bulk of research on cross-cultural education has focused on the affective domain and not on how culturally/socially relevant teaching, curriculum, and/or policies may impact students’ learning. While this work is indeed important, it is astonishing to see the number of studies that focused on deficit models (i.e., what the teachers, parents, students, and/or administrators are not doing or lacking), as well as the number of studies that focused on increasing engagement (participation) and positive attitudes (Banks & McGee, 2004). What we need then is a more systemic approach by which the what (curriculum), how (pedagogy), and for whom (students) are studied in harmony with who teachers are and the specific contexts of their work. We have learned so much in the last five decades about the factors that obstruct and/or facilitate teachers’ work and their students’ learning, yet we continue to see significant gaps in academic achievement and engagement of culturally and linguistically diverse students. Now that we have new standards in science education calling for more cognitively challenging engagement and integration across science, engineering, technology, and mathematics education, we must take steps to better enact what we already know, and bring these ‘pieces

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of the puzzle’ together which have been generated from the research on crosscultural education and learning separately. In this chapter, I hope to contribute to this process by first providing some highlights about what we know regarding some of the key institutional and sociocultural factors affecting the equitable access and success of diverse students. This is followed by a brief description of sociotransformative constructivism (sTc) as an alternative theoretical framework that merges cross-cultural education (as a theory of equity and social justice) with social constructivism (as a theory of learning). Finally, an example is provided to illustrate how STEM education can be enacted through sTc. Regardless of the approach we may decide to use, we must recognize that business as usual is unacceptable to meet the learning needs of an increasing culturally and linguistically diverse student population. We need to collaboratively develop a new sense of direction—a compass—to guide our efforts, and these efforts need to be informed from promising educational research.

Sociocultural and Institutional Factors Affecting Diverse Students’ Engagement and Achievement It has been well established that there are many institutional and sociocultural factors that obstruct culturally diverse students’ access and success in our schools. In a 2004 monograph, Turning Despondency into Hope: Charting New Paths to Improve Students’ Achievement and Participation in Science Education (Rodriguez, 2004), I describe in detail many of these factors. Sadly, the same issues still negatively impact students and the professional lives of teachers today in spite of all the advances we have made in educational research. In the last 50 years, we have accumulated a great deal of research and generated many insights for what needs to be done to enhance teacher preparation and increase students’ engagement and achievement. We also know that when there is political will, strong and supportive leadership, and a collaborative environment focused on student success, even schools with limited resources begin to show significant progress. Due to space limitations, I will only highlight some of the institutional and sociocultural factors that influence student achievement and provide some suggestions for addressing them.

Institutional Factors Standardized Testing There is no question that the punitive accountability of the No Child Left Behind policy is a factor aggravating the educational opportunities of all students and driving the professional lives of teachers. This is evident in the fact that science and social studies are often pushed aside in elementary schools to make

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more time for drill preparation before mandated language arts and mathematics testing. This damaging trend is having a reprehensible impact on the future of science education in the U.S. as thousands of students are denied access to the joy of learning science and to better their understanding of the natural world (Rodriguez, 2010a). While the emphasis on standardized testing over learning for understanding is not going away any time soon, some schools have shifted their cultures to focus on students’ needs first, and not on tests. Through this approach, these schools have sought to focus on providing support to students and their parents and on teacher professional collaboration. The report, Why Some Schools with Latino/a Children Beat the Odds and Others Don’t (Waits et al., 2006), is one of several studies that have been published in recent years—all with similar findings. Success can be found if we seek to apply what we already know from educational research, and if we allow teachers to apply what they learned in their professional programs with a focus on students and not on teaching to the test.

Class Sizes and Access to Equipment and Materials There have been many reports calling for a reduction of class sizes, especially at the elementary school level, but these essential calls for reform go unheeded. For example, almost three decades ago, The National Commission on Teaching and America’s Future (1996) proposed radical restructuring of our schools to increase the number of teachers, reduce the average class size, reduce the number of other staff, and increase planning time for teachers. It is unfortunate that significant recommendations for enhancing students’ learning and enriching teachers’ professional lives are only taken up by other countries, but not here. When we observe what other countries like Finland, which outperforms the U.S. in student achievement, is doing, we find that they are essentially enacting what many teacher education researchers have been proposing for years. Now, with the advent of the Next Generation Science Standards (NGSS) (NRC, 2012), and the emphasis on scientific and engineering practices, the lack of equipment and materials to carry out the kinds of hands-on engineering activities being expected, exacerbate the issue of large class sizes. Furthermore, Weiss et al. (2001) conducted a national survey with approximately 6,000 teachers, and they found that most teachers saw the lack of appropriate resources and equipment as serious issues inf luencing the teaching of science and mathematics. In fact, inadequate funds for purchasing equipment and supplies was labeled as a serious problem by 25–35% of the respondents [teaching at the elementary, middle and high school levels], inadequate facilities by 20–28%, and lack of materials for individualized instruction by 16–27%. (p. 101)

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Most teachers also stated that they did not have time to plan and/or discuss issues related to the teaching of science and mathematics. In an extensive critique of the NGSS, I argued that these new set of standards will fail to have the kind of impact expected unless explicit arguments are included for securing appropriate funding for professional development, equipment and materials, and for addressing issues of equity and diversity more consistently (Rodriguez, in press).

Sociocultural Factors Parent Involvement Even though parent involvement in their children’s education has been associated with increased student achievement (Hill & Tyson, 2009), there are very few studies that focus on increasing parent involvement in science education. We are conducting a review of significant reports and metastudies in order to identify ‘what works’ and draw common strategies that could be applied and further investigated in the science classroom context. So far, it has been interesting to realize that taken-for-granted assumptions about what constitutes effective parent involvement must be dispelled. For example, traditional forms of parent involvement, such as participating in school activities, or assisting with homework, do not have as large an impact on student achievement as just simply parents having high aspirations for their children. That is, when parents make it explicit to their children that they wish them to do well and to stay in school, this had a more significant impact on student achievement (Rodriguez, Collins-Parks, & Garza, 2013). Similarly, it has been consistently shown that peers and siblings play a significant and positive role on academic achievement. Horn (1998) conducted a comprehensive analysis using data from the National Education Longitudinal Study, which originally involved the participation of 25,000 eighth-graders. At-risk students whose peers expressed a strong interest in learning activities had 70 percent higher odds of pursuing higher education in four-year colleges and almost 2.5 times the odds of enrolling in any post-secondary institutions. In addition, students at risk who reported that their friends planned to attend college had six times higher odds of doing the same. There are several other strategies for increasing parent involvement, and subsequently, student achievement that could be easily transferred to STEM education contexts. What we need then is the political will to start enacting insights drawn from educational research in general, and further investigate what works in STEM education contexts specifically.

Second Language Learners The cultural and linguistic diversity of the U.S. continues to increase dramatically. The U.S. Census Bureau (2012) projects that the Anglo student population will become a minority as early as 2022. Some school districts are realizing that

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the cultural and linguistic makeup of their schools can also change very rapidly as families seek better employment opportunities in non-urban areas as well. More than ever, teachers face challenging demands—the pressure of standardized testing, new sets of standards with a focus on engineering and scientific practices, and continuing low material and professional support for meeting the needs of an increasing language learners’ population. On the bright side, a growing body of research highlights various pedagogical strategies that have a significant impact on English Language Learners’ (ELLs) achievement and engagement. While class sizes, standardized testing, and lack of professional development and material support are major institutional factors that must be addressed as discussed above, some of these pedagogical strategies provide windows of success for teachers and students. Crowther (2010) and others have published comprehensive reviews of the literature on strategies that work for conducting inquiry-based science with ELLs that could be transferred to STEM education contexts. Buxton and Lee (2014) reviewed various studies that showed that at the core of increased achievement and participation of ELLs was higher teacher expectations, responsive support, and using the students’ cultural backgrounds as resources in the classroom. In other words, instead of using a deficit approach to work with ELLs, Buxton and Lee (2014) found that “learning to recognize and value diverse views of the natural world can simultaneously promote academic achievement and strengthen [ELLs’] cultural and linguistic identities” (p. 208). Another important myth that must be dismissed when working with ELLs is the notion that they must develop specific language skills in English before being exposed to more challenging science instruction. Buxton and Lee found several studies that showed that a focus on hands-on and minds-on instruction with an emphasis on academic and language literacy development in English benefits ELLs. My own research in culturally diverse classrooms confirms this (Rodriguez, 2010b), and we also found that the same hands-on, minds-on inquiry-based activities increased engagement and scientific discourse in the classroom for all students. Students even learned pedagogical discourse, as we were surprised to learn during the focus group interviews that they tended to accurately name the pedagogical strategies used when describing what they found most useful and engaging (e.g., concept mapping; predict, observe, and explain; problem-solving scenarios, and so on).

Teacher Resistance to Pedagogical and Ideological Change Two major factors influencing any progress we might eventually make on STEM education in the U.S. remain seldom acknowledged—teacher resistance to pedagogical change and resistance to ideological change (Rodriguez & Kitchen, 2005). Resistance to ideological change has to do with an individual’s inability to change his/her beliefs and values systems in response to specific social contexts. For example, some pre- and in-service teachers believe in a kind of ‘rugged

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individualism’ that has worked well for them and their families as members of the predominant culture. Through this ideological lens, they believe that if students from diverse backgrounds spoke English only, ‘worked hard enough,’ or had ‘caring parents,’ they would do well in school (Rodriguez, 1998). This is just one example of many, but it is enough to appreciate that a teacher could have the best preparation in learning theory, content, and pedagogy, but if he or she has not been well prepared to be a more culturally inclusive, respectful, and responsive teacher, this individual would likely not be able to establish a productive professional relationship with students and their parents. The other side of this coin is resistance to pedagogical change. This is defined as the resistance to changing one’s perceptions of what constitutes being an effective teacher in today’s schools (Rodriguez & Kitchen, 2005). Thus, a pre-service teacher, who has mainly been exposed to traditional and transmissive pedagogy for 12–16 years and then is exposed to student-centered, hands-on, culturally relevant pedagogy for 15 weeks in a science methods course, while observing regular teachers implement transmissive approaches during student teaching, is most likely to end up mimicking what appears to be ‘the safest practices.’ I have observed this pattern throughout my career as a teacher educator and researcher in all the universities where I have taught. While resistance to pedagogical change may be by choice (e.g. seeking not to antagonize whatever relevant practice might exist in a particular school) or lack of understanding and practice (e.g. fear of losing control of students during hands-on activities), in any case, one cannot blame novice teachers. We must instead ask teacher educators, policy makers, and school district administrators why we are not using what we have learned from over five decades of research? Why are we still preparing teachers in contradictory contexts? That is, what they learn in methods courses is not what they observe during student teaching, and it is likely not what they will be able to implement once they graduate. If we are truly interested in having an impact on teachers’ practice, on school administrators, and on policy makers, as well as in making the general public more aware of the importance of culturally and socially relevant teaching and learning, we must conduct more studies that more critically and purposely connect insights gathered from cross-cultural education with those gathered from research guided by social constructivism. Findings from these types of projects may help us develop a collective sense of direction for establishing meaningful change at multiple levels. Toward this end, next I describe an alternative framework, sociotransformative constructivism, that I have found useful in guiding my work with teachers and their students in culturally diverse contexts.

Moving Toward Sociotransformative STEM Education Sociotransformative constructivism (sTc) is a theoretical framework that merges social constructivism (as a theory of learning), with cross-cultural education (as a theory of social justice) (Rodriguez, 1998, 2008). While findings from these

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two fields of inquiry continue to be presented as separate and disconnected, as discussed above, sTc argues that the individual’s cultural, social, historical, and academic locations cannot be separated from the what (curriculum), how (pedagogy), why (policies), for whom (students), and by who (teachers). It is this artificial disconnect amongst the individual, context, teacher, curriculum, and policies that generates one of the principal factors perpetuating the achievement gap and the lack of impact of research on teachers’ practice and on students’ learning. According to sTc, learning to teach for diversity and for understanding can be accomplished by enacting four interconnected components: The dialogic conversation, authentic activity, metacognition, and reflexivity. Due to space constraints, these terms will only be explained briefly. The dialogic conversation uses Bakhtin’s (1986) notions of speech genre. This involves engaging in a deeper kind of dialogic exchange through which the goal is to understand not only what is being said, but also the reasons (emotional tone, ideological and conceptual positions) the speaker chooses to use in a specific context. Thus, developing trust amongst teachers and students is paramount to establishing a productive learning community in which students’ identities and cultural experiences are valued. The next component of sTc is authentic activity. Just as the name implies, this aspect involves hands-on, minds-on activities that are also socioculturally relevant and tied to the everyday life of the learner. The third element is metacognition. This term is defined as the learner’s awareness and control of how he or she learns (Idol & Jones, 1991). Thus, metacognition can be used as a powerful tool to encourage learners to become more reflective about each other’s preferred learning patterns, and how these interact in preventing or assisting in learning new concepts. The final element, reflexivity, involves becoming critically aware of how one’s own cultural background, socio-economic status, belief systems, values, education, and skills influence what we consider important to teach/learn. Through reflexivity, one becomes more aware of how issues of power determine who has access to education and to better opportunities in life, and the role each one of us plays in enriching a pluralist society. This aspect of sTc is particularly useful in today’s schools because learners are also urged to reflect on the social and cultural relevance of what they are being asked to consume and/or produce as knowledge, as well as the role students could play in advancing knowledge (Calabrese Barton, 2003). sTc has been used successfully in various projects involving grades 4–12 teachers and their students (Rodriguez, 2002, 2008, 2010a), and a teacher practice observation protocol is being developed that should help scale up teacher professional development projects using the sTc framework. While sTc is not being suggested as ‘a theory of everything,’ this alternative approach illustrates how social constructivism and cross-cultural education could be merged purposely and critically to teach for understanding and for diversity. Given the current interest for a more integrated curriculum and the emphasis on STEM education

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as required by the NGSS, sTc might provide an effective vehicle for making STEM education more culturally and socially relevant. Thus, we could define sociotransformative STEM education as the teaching of science and/or mathematics with the integration of the other two disciplines (technology and engineering) in a way that makes content knowledge culturally and socially relevant for all students. By using this approach, students are exposed to real-world applications of technology and scientific tools to carry out meaningful problem-based activities. These activities could have a local, national, or global focus, but they will always be firmly grounded on students’ interests and sociocultural contexts. The next section provides a brief description of how a popular activity can be altered to enact sociotransformative STEM education. The various elements of sTc are explained in (parentheses).

Making Ice Cream to Teach Sociotransformative STEM Education Ice cream making is a popular activity carried out in classrooms at any level; however, this hands-on activity is usually done minds-off and with little connection to understanding STEM content. Below, I describe how this activity can be done to integrate sociotransformative STEM education. Before instruction, the teacher organizes the classroom into three learning centers: Science and Mathematics, Engineering and Technology, and Analysis and Write-Up. The number of centers is dependent on the size of the class, and students will rotate to each center. It would be ideal for students to complete the science and math center first, but the reality of most schools will prevent this from happening due to limited access to lab equipment and supplies. Therefore, we have found that learning centers are a powerful pedagogical strategy for maximizing resources and keeping students engaged. Next, students are organized in teams of three according to mixed ability, cultural diversity, and same sex (note that gender is different than sex. Sex is a biological construct (male, female, or both), whereas gender is a social construct and represented in multiple ways). Same-sex grouping is an excellent way to encourage girls to get more involved in science and manipulate equipment. Also, by placing girls who are more assertive with other girls who are not, creates opportunities for intergroup modeling. [Reflexivity: paying attention to issues of equity and diversity in your specific context.] Begin the activity with a POE (Predict, Observe, and Explain) to activate students’ curiosity and prior knowledge. Ask the students to discuss in their teams what would happen when half a cup of milk, one half teaspoon of vanilla, and one tablespoon of sugar are added into a pint-size zip-lock bag (do not actually add the ingredients yet—allow students to visualize). Similarly, ask students what would happen when you add two cups of ice and 6 tablespoons of salt into a one-gallon zip-lock bag. After students make some predictions, ask what will happen to the milk, sugar, and vanilla mixture when the pint-size bag is added

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to the gallon-size bag (containing the ice and salt mixture). Students must write their predictions on their POE sheet including arguments to support their predictions. Encourage students to be MetaThinkers and remind them to look at a previously made poster on the wall that has the following questions: How did you come up with that idea? Tell me more about what you were thinking. Show me what you mean. [Metacognition: By reminding students about the MetaThinkers poster, the teachers are encouraging students to reflect on how they and their partners learn, and how they come up with ideas and arguments to support their thinking. Dialogic Conversation: By organizing students in mixed ability, ethnicity, and same sex, the teacher is promoting opportunities for students and the teachers to share their cultural experiences and learn more than just STEM content. For example, a student from the east coast studying in southern California may share that he has seen salt trucks come out during heavy snowfalls and that salt melts the ice. Other students from rural areas may share that they have seen old-fashioned ice cream makers at county fairs, and so on. Allowing students to bring their prior knowledge and experiences in a supportive environment of trust enables productive dialogic conversations.] After listening to the students’ predictions and arguments, allow students to conduct the activity making sure at least one person will be in charge of recording observations. If the school has access to probeware, such as the Vernier CBL units and temperature probes (www.vernier.com), this technology is an excellent way to demonstrate in real time and graphically the dramatic changes in temperature as salt is added to the ice, and as the smaller bag with the vanilla, sugar, and milk mixture is placed in the large bag. The teacher should work with one group of students using either regular thermometers and plotting the change in temperature or with the Vernier probes. This data will be used for discussion later. For this example, let’s assume that we are using Vernier probes and that one temperature probe was placed inside the milk mixture and the other was placed in the ice/salt mixture. By connecting the CBL unit to a laptop and projecting the changes in temperature for the whole class to see, students are often shocked to discover how dramatically the temperatures drop in both bags, but a lot more in the ice/salt mixture. This activity also creates a discrepant event—a phenomenon that is opposite to what is commonly known or accepted. In other words, the teacher should ask why it is that the temperature of the ice/salt mixture is below freezing point, yet it has turned into a liquid. How is it possible that it is so cold that the milk mixture turned into a solid (ice cream), yet the ice/salt mixture is a liquid? These questions and the graph showing the changes in temperature on the screen generate a lot of debate. [Authentic Activity: Students are carrying out an authentic inquiry activity similar to the work that scientists do. While they were following a given procedure at first (for making ice cream), now they have generated their own questions for investigating further and seeking to gather evidence to support their hypothesis.]

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The teacher should print a copy of the graph created with Vernier probes (or with the regular thermometers) for each group, and allow students to discuss their observations (while they enjoy their ice cream). Students in the Science and Mathematics Center will be required to come up with a hypothesis to explain what they saw and prove it by conducting their own experiment. For example, we have found that some children think that the fat in the milk has something to do with this phenomenon. Others believe that the salt makes the ice ‘colder,’ so they design experiments that remove the salt variable. It is important to note here that by this point students are being encouraged to use scientific discourse. New terms such as mixtures, variables, hypothesis, chemical change, freezing point, and physical change can now be explained ‘in use.’ In other words, using Dewey’s approach that we learn best by doing, students can better appreciate what these important terms mean through direct experiences. Also, at this juncture, the teacher should point to a large poster of a Word Wall that includes key terms in English and Spanish. The Word Wall is a pedagogical strategy that ELLs find very useful. In our project classrooms, students become used to writing key terms and definitions in their science journals without being told to do so. [Authentic Activity, Dialogic Conversation, Reflexivity.] Most of the teachers with whom we work explain that they always introduce all the key terms and concepts first before doing an activity. They feel that students must have a ‘foundation’ first before they can understand what is expected of them. We argued that this is a transmissive approach that assumes students come with no prior knowledge or experiences into the classroom. Also, we ask our participating teachers to consider how this traditional approach tends to make science really boring and detached from students’ lives. By the time teachers finish lecturing and asking students to write down definitions, students are so uninterested that it becomes difficult to capture their interest again. We have found that the approach described herein keeps students excited and engaged in scientific discourse. In the Science and Mathematics Center, students are also being encouraged to integrate mathematics computation and concepts by asking them to be aware of the units of measurement. Since the U.S. is the only country in the world that still uses the Imperial System of Measurement, and all children who might come from different countries will know only metric, the activity includes a requirement to use measurements only in the system the student knows least. In addition, by asking students to closely examine and interpret the graph created, students use higher-order thinking, and apply these insights for developing their hypothesis and arguments. Again, students are encouraged to be MetaThinkers throughout the whole process so that they can better understand how they and their peers construct knowledge. [Metacognition, Authentic Activity.] Students are allowed to test their hypothesis by carrying out their own experiments. The teacher can have groups of students rotate to the center that has the Vernier probes or thermometers, depending on what is available. In our projects,

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elementary to high school students quickly become quite proficient in the use of the Vernier probeware and require very little assistance (Rodriguez, 2008). In the Engineering and Technology Center, students are required to invent an ice cream-making device with the following constraints: (1) the device must be environmentally friendly—no gas or electricity power; (2) no hard hand cranking like the old-fashioned ice cream machines and students cannot allow their hands to get cold like in the previous activity; (3) the device must produce enough ice cream for three people (1/2 cup or 120 ml for each); and (4) the device must be cost effective, i.e. yield a profit so that the proceeds could be donated to the Heifer International Project for Ending Hunger and Poverty (www.heifer.org). The top three devices which best meet the given criteria will be selected for a school-wide fundraiser. Given the space constraints, the details of this activity cannot be described here. However, one possible example is students modifying a bicycle so that the back wheel can be used to rotate a large coffee can. Inside this coffee can, a smaller coffee can (containing the milk, vanilla, and sugar mixture) is placed and the ice and salt is poured around it. The challenge students might face is deciding whether the large can should be attached horizontally or vertically to the wheel and what kind of gears must be designed to meet the job. This is an excellent opportunity to work with a local business specializing in gear manufacturing (e.g. www.oerlikon.com/fairfield/en). Students are of course required to first draw their design and consider all possible options. They are urged to involve their parents and siblings in their projects, as well as members of the business community to assist in the fundraising event. [All elements of sTc are included in this center, but it is important to highlight metacognition and reflexivity here. Students are again asked to be MetaThinkers and carefully listen and probe each other’s thinking to better understand how they individually and collectively construct new knowledge. In addition, through reflexivity, students are made aware of their privileged position; that is, essentially ‘playing’ with a source of food we often taken for granted. By engaging in a dialogic conversation and helping students understand that many people in the U.S. (46 million or one in every six) live in poverty, the class could discuss ways to help address this issue locally and/or globally. One approach is contributing to the Heifer International Project through the proposed fundraising activity. The goal is to help students recognize that they have agency and power to effect positive social change individually and/or collectively. It is important to note that the proposed engineering and fundraising projects are real. Too many ‘engineering’ activities involve pretend projects (build a bridge) in artificial contexts (e.g. for the poor people in X-country). These approaches trivialize the Other’s real struggles, and fail to acknowledge their own efforts to effect change for themselves. In addition, ‘pretend projects’ do nothing to help students recognize and develop their potential as agents of change.] In terms of making this activity more culturally inclusive and relevant, I have already mentioned how the groups were organized, how the STEM content

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was set up to be more hands-on, minds-on and inquiry-based, and how students’ choices and voices were included as they selected their own experiments and engineering designs. In addition, this activity can be made more culturally inclusive by the teacher adding a brief interactive discussion on the history of ice cream while introducing the learning centers component of the activity. This is also an excellent place to further contextualize the activity and use students’ prior knowledge and cultural experiences. For example, the teacher could ask what experiences students have with ice and ice cream making. The teacher could show a picture of Nancy Johnson, a woman from New York who first invented the ice cream machine in 1843, and whose design is still used in modern versions today. There are several websites with (often conflicting) information about the history of ice cream that could be shared with students. They could also be encouraged to investigate these websites and decide which are the most reliable sources and why. Finally, the Analysis and Write-Up Center is simply a space where students can rotate to continue investigating answers to their questions and figuring out where to gather the resources they need to test their engineering design. In terms of the STEM content knowledge covered during the activity, the reader should note that main concepts are not ‘lectured’ to students, but experienced in use. After the students have tested their experiments, the teacher could explain that the freezing point depression of water is due to the salt. This means that the physical property of water to always freeze at 32 °F/0 °C no longer applies because it is not just water anymore (it is a mixture of salt and water). If students are high school students, the teacher could explain the thermodynamics of water molecules and how they interact with the sodium and chlorine ions to lower the freezing point of water. Teachers could also choose to discuss the states of matter and/or the nature of science with this activity. Regarding mathematics concepts and skills, students graph and interpret data, conduct unit conversions, make estimates and various other computations. The engineering process is enacted with their design and construction project, technology is also integrated with the Vernier probes to gather and interpret data. In addition, technology is created to make their devices work (like the gears or connector needed to attach the coffee can to the bicycle wheel). In short, this activity allows teachers to stress various STEM concepts according to their desired learning objectives.

Conclusion In this chapter, I highlighted some of the key institutional and sociocultural factors that continue to obstruct equal opportunities for the access and success of culturally diverse students. I also pointed out that in the last 50 years we have gathered a great deal of insights from educational research that remains unheeded by policy makers and administrators. While politics and political slogans seem to drive national educational policies, researchers are partially to blame as we

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continue to mainly write and publish our work for own community of practice and not for those on whom we base our work—teachers and students. Regardless of what framework(s) we might end up choosing to guide educational research, teaching, curriculum, and/or policy, one fact is certain: We cannot afford to continue responding to pervasive inequalities in our increasingly culturally diverse schools with well-intended policies, political slogans, or with research that has no impact on teaching practice or on student learning. It is imperative that we find our way out of this dangerous quagmire—we need a sense of collective direction, we need a compass. Sociotransformative STEM Education is one possible framework amongst others that may provide us with a common sense of purpose to systematically integrate cross-cultural education with social constructivism. In this way, we could simultaneously tackle the achievement gap and rekindle students’ excitement about STEM education connected to their everyday lives.

References Bakhtin, M.M. (1986). In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays. Austin, TX: University of Texas Press. Banks, J., & McGee, C. (2004). Handbook of research on multicultural education. San Francisco, CA: Wiley & Sons. Buxton, C., & Lee, O. (2014). English language learners in science education. In N. Lederman & S. Abell (Eds.), Handbook of research on science teaching (pp. 204–222) (Vol. 2). New York: Taylor & Francis. Calabrese Barton, A. (2003). Teaching science for social justice. New York: Teachers College Press. Crowther, D.T. (2010). Science for English language learners: Research and applications for teacher educators. In A.J. Rodriguez (Ed.), Science education as a pathway to teaching language literacy (pp. 163–182). Rotterdam, Netherlands: SENSE Publishing. Hill, N.E., & Tyson, D.F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement, Developmental Psychology, 45(3), 740–763. Horn, L. (1998). Confronting the odds: Students at risk and the pipeline to higher education. Washington, DC: National Center for Education Statistics. Idol, L., & Jones, F. (1991). Educational values and cognitive instruction. New York: Erlbaum Associates. The National Commission on Teaching and America’s Future (1996). What matters most: Teaching for America’s future. New York: Author. (www.nctaf.org). National Research Council (NRC) (2012). A framework for K-12 science education. Washington, DC: National Academies Press. Rodriguez, A.J. (1998). Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding, Journal of Research in Science Teaching, 35(6), 589–622. Rodriguez, A.J. (2002). Using sociotransformative constructivism to teach for understanding in diverse classrooms: A beginning teacher’s journey, American Educational Research Journal, 39(4), 1017–1045.

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Rodriguez, A.J. (2004). Turning despondency into hope: Charting new paths to improve students’ achievement and participation in science education. Southeast Eisenhower Regional Consortium for Mathematics and Science Education @ SERVE. Tallahassee, Fl. www.serve.org/Eisenhower Rodriguez, A.J. (2008). The multiple faces of agency: Innovative strategies for effecting change in urban school contexts. Rotterdam, Netherlands: SENSE Publishing. Rodriguez, A.J. (2010a). The impact of opp(regre)ssive policies on teacher development and student learning, Cultural Studies of Science Education, 5, 923–940. Rodriguez, A.J. (2010b). Science education as a pathway to teaching language literacy. Rotterdam, Netherlands: SENSE Publishing. Rodriguez, A.J. (in press). What about a dimension of engagement, equity and diversity? A critique of the Next Generation Science Standards. Journal of Research in Science Teaching. Rodriguez, A.J., Collins-Parks, T., & Garza, J. (2013). Interpreting research on parent involvement and connecting it to the science classroom, Theory into Practice, 52(1), 51–58. Rodriguez, A.J., & Kitchen, R. (2005). Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates. U.S. Census Bureau (2012). Statistical abstract of the United States, 2012. Washington, DC: Government Printing Office. Waits, M.J., Campbell, H.E., Gau, R., Jacobs, E., Rex, T., & Hess, R. (2006). Why some schools with Latino/a children beat the odds and why others don’t. Morrison Institute for Public Policy School of Public Affairs, College of Public Programs. Phoenix, AZ: Arizona State University Weiss, I.R., Banilower, E.R., McMahon, K.C., & Smith, P.S. (2001). Report of the 2000 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.

10 EFFECTIVE STEM PROFESSIONAL DEVELOPMENT Carla C. Johnson and Toni A. Sondergeld

Need for Professional Development to Change Practice As the knowledge base on educational reform and improving teacher quality has grown over the past decade (e.g., Darling-Hammond, 2010; Desimone, 2009; Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2007; Putnam & Borko, 1997), it has become more evident that traditional professional development formats do not result in sustained improvement of teacher practice and/or student learning. Fortunately, we know a great deal about what types of professional development experiences translate into changes in teacher practice that are linked to growth in student learning of STEM content and skills. Desimone (2009) conducted an extensive review of published research in this area and developed a Core Conceptual Framework for Professional Development that included five key components that were consistently connected to programs that produced results in either teacher or student outcomes. The Core Conceptual Framework for Professional Development requires collective participation, active learning, coherence with policy, extended duration, and a focus on learning new skills in the context of building content knowledge. Each of the five components will be described in detail in the following paragraphs.

Collective Participation The likelihood of teacher participation in professional development resulting in change in teacher practice is increased when more than one teacher from any given school is included in the opportunity (e.g., Desimone, Porter, Garet, Yoon, & Birman, 2002; Johnson, Kahle, & Fargo, 2007). Further, collective participation also improves the sustainability of change in teacher practice (e.g., Johnson, Fargo, & Kahle, 2010). Teacher professional development (PD) is very constructivist in nature, as teachers attend workshops with other teachers and engage in discourse

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about their practice as they consider new strategies and grow their understanding of content and of their own students. Unfortunately, less effort is placed on keeping participants connected following the PD and participants devote their time to implementing new practice and have little availability to reach out to those outside of their school/district. Recently, more PD programs have purposefully required teams of teachers to participate and the results have indicated that informal and formal professional learning communities are established. With teams of teachers from the same district or building participating, teachers have an in-house support system for implementing what are often challenging changes to their pedagogy. Collective participation ensures more buy-in to the reform on the school level and provides much-needed support to improve the odds of achieving intended outcomes for teachers and students of the STEM PD program. Collective participation is also a key component of PD focused on achieving integrated STEM instruction. Teams of teachers should be provided time to plan together, as well as learning together and reflecting on implementation of integrated STEM curriculum (such as the STEM Road Map). Therefore, collective participation during PD and also during school planning time is a critical component for adoption of the STEM Road Map curriculum.

Active Learning Active learning experiences within PD have been strongly linked to positive teacher outcomes (Banilower & Shimkus, 2004; Darling-Hammond, 1997; Johnson & Fargo, 2010; Johnson, 2011). Moving from a teacher-centered classroom toward implementing PBL and integrated STEM requires opportunities for teachers to experience the curriculum they will deliver and acquire the new content and skills in the context of the learner. Therefore, traditional PD formats of ‘sit and get’ focus is not adequate and in many cases, these types of PD result in little to no change in practice. Active learning should comprise at least 80 percent of the duration of the PD program. The PD facilitators should model the use of skills as they deliver new content to participants. Teachers should grapple with trying to solve the same problems their students will be presented with and should also be engaged in reflecting on how the new activities and/or curriculum might look in their own classes and what types of accommodations will be necessary to meet the needs of all learners. Next, participants should have opportunities to practice delivery of new instructional models and content with their peers in the PD setting.

Coherence PD programs have the best chance of impact on teacher and student outcomes when the goals of the PD program are aligned with policies at the school, district, and state levels, as well as existing teacher beliefs regarding STEM. This is an area

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of challenge for some programs, as a focus on STEM or the teaching of science is sometimes not a priority of a school and/or district due to increased high-stakes testing pressures in the areas of mathematics and language arts (e.g., Fullan, 1993; Johnson, 2013). However, for schools intending to adopt the STEM Road Map as their curricular guide and tool for delivery of instruction, alignment should be a non-issue. One challenge in the area of coherence may be existing teacher beliefs regarding the integration of STEM across the curriculum, which is required for STEM Road Map implementation. Schools/districts moving forward with the STEM Road Map should spend some time in discussing the benefits of integration with teachers and provide support for teachers to learn and implement new PBL pedagogy, as well as time to plan with other teachers.

Duration We have learned a great deal regarding the duration of PD programs over the past decade and now understand that for change in practice to take place, over 80 hours of PD must occur (e.g., Banilower, Heck, & Weiss, 2007; Cohen & Hill, 2001; Fullan, 1993; Guskey, 1994; Johnson & Fargo, 2010; Supovitz & Turner, 2001). Further, these contact hours should be spread across at least one academic year of implementation to provide support for teachers as they are using the new pedagogical content knowledge with their own students and reflecting on the outcomes. Formats that have been used in many settings include five to ten days of PD in the summer followed by monthly sessions on Saturdays or a releasedday from school. This allows the PD facilitator to provide just-in-time support for teachers who may be struggling with implementation or may need to have critical feedback from their peers on how things are working in their classrooms. The duration of PD for teachers who are using the STEM Road Map curriculum will also be essential to be delivered in this format to provide opportunities as described above, but also to allow for teams of teachers to plan for delivery of the various PBLs across the school year.

Content Knowledge At the elementary and middle school levels, a focus on content knowledge within PD has been fairly routine as most teachers in these grades do not have a bachelor’s degree in the specific content area. Research has shown that the most effective PD programs include new strategies taught within the context of the content that will be delivered (e.g., Gonzalez, et al., 2004). The STEM Road Map will require teachers to be familiar with some content (big ideas) from other disciplines in order to engage in discourse with their students regarding their work on associated projects/problems. Therefore, PD focused on enabling teachers to implement the STEM Road Map curriculum modules should have a clear and purposeful focus on STEM content knowledge included in each grade level’s curriculum.

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Further Support for the Components of Effective STEM Professional Development In addition to Desimone’s (2009) study, the Core Conceptual Framework for Professional Development was examined in statewide implementations of STEM PD programs funded through Race to the Top. The programs ranged from K-2 focus on mathematics, science and/or engineering, and literacy to elementary, middle, and high school STEM focused PD. While specific content covered in the PD varied, all programs were required to be developed with a focus on collective participation, active learning, coherence with policy, extended duration, and building content knowledge in order to be funded by the state initiative. The overall findings revealed a positive impact overall for the state on enabling teacher quality in STEM areas to be significantly improved as a result of participation in the program (Johnson & Sondergeld, under review). More specifically, analysis of content knowledge assessments, surveys, and direct teacher instructional observations data revealed that implementing the Core Conceptual Framework for Professional Development in each of the STEM PD programs led to significant increases in teacher content knowledge, beliefs, and attitudes toward reformed-based STEM instruction, and implementation of reform-based methods in the classroom across programs. Thus, regardless of the grade level or content area focused on, the Core Conceptual Framework for Professional Development demonstrated its effectiveness for promoting PD that improved teacher quality.

Data-Driven Professional Development When teachers are learning to implement new instructional practices learned through PD, there is a need for regular and collaborative formative evaluation (Guskey, 1997; Joyce & Showers, 2002). Formative evaluation means teachers, administrators, and/or PD providers collaboratively examine standardized and informal data sources to inform the direction and assess the effectiveness of PD implementation. Data such as standardized test results, classroom pre-post assessments, student and teacher surveys, and teacher observations should all be used to inform decisions about PD. Using data to drive decision-making in PD should not be linear in fashion. Rather, it needs to be a cycle of inquiry used to provide information to PD developers and educators (The NEA Foundation for the Improvement of Education, 2003). This reflective cycle should be continuous and focus on questions such as, “What are the most effective strategies for improving student learning?” and “What are the instructional needs of my classroom?” (Hayes & Robnolt, 2010). With these questions in mind, goals about classroom instruction and student achievement can be collaboratively developed based on the data. To promote this process of data-driven PD, time needs to be set aside for teachers and PD

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developers to meet and discuss data, goals, and the direction of PD. This also means that PD developers must be flexible enough to modify PD content based on student and teacher needs that become evident through this data-driven process. Further, this process must be structured in such a way that teachers are taught to collect, interpret, and use data, since this is not typically a skill teachers learn in their traditional educational training. Using a data-driven PD process allows teachers to take greater ownership over their learning and implementation of the PD. When teachers are involved in data-based discussions about the effectiveness of the PD in their classrooms, they typically develop greater buy-in to the initiative. Resultantly, higher levels of teacher buy-in have been shown to produce increased levels of implementation fidelity and greater chance of long-term initiative sustainability (Datnow & Stringfield, 2000).

Creating Individual STEM Professional Development Plans In today’s era of accountability, many states and districts require teachers to create yearly Individual Professional Development Plans (IPDP) (e.g. Massachusetts, New Jersey, Ohio, and Vermont). Oftentimes, these IPDPs are a component of the state’s teacher evaluation system and templates for completing an IPDP are frequently provided by states or school districts. Regardless of the state, IPDPs serve as a tool to help teachers meet their professional learning needs with the ultimate goal of improving student learning. Additionally, IPDPs need to be aligned with state standards for teacher learning and continuous improvement, and are typically evaluated for their effectiveness in providing teachers with the skills needed to be effective in the classroom. To develop a STEM IPDP, a five-step process should be undertaken: (1) determine PD needs, (2) set goals, (3) identify resources, (4) develop timeline, and (5) reflection. First, educators must self-assess to determine their PD needs. Student data along with professional experiences should be used to drive this stage. For instance, if a teacher notices her students are struggling in a particular area of the curriculum or realizes that due to content standard changes in the state she will be teaching something new that she is not entirely confident about, she might choose either of these areas to look for PD citing these reasons as justification. Once area(s) of needed PD are identified, specific goals related to the STEM PD content should be set. These goals must also align with state PD standards, and need to be measurable. One might think of a teacher’s STEM PD goal as similar to a student learning target. With this in mind, a specific STEM PD goal might be something like “Incorporate more integrated STEM project-based learning into my classroom instruction.” This is measurable in that the teacher can actually track if they do this or not by comparing what they did over the last few years to after they receive integrated STEM PBL PD.

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After specific PD goals are established, teachers need to identify where they will be able to obtain the PD aligned with their goals and determine a timeline for completion. Often school districts do not have the resources or expertise on staff to enable delivery of individualized PD plans. Teachers should explore their local universities and regional education centers as a source of potential professional growth opportunities. Also, with the increasing emphasis and focus on STEM, many informal education agencies and business/industry partners have sponsored workshops and learning experiences for teachers and students. As we shared in this chapter, it is important to build a plan for your PD that includes the key components of effective PD. Therefore, when you develop your plan you should build a collection of experiences that are related that extend across the academic year that include both short-term and long-term goals to be achieved throughout the STEM PD. Finally, teachers should be reflective of their STEM PD experiences since their IPDP is most likely a component of their state’s teacher evaluation system. STEM PD reflection should be a continuous process whereby teachers are examining their own confidence and beliefs about their new teaching content and practices they are learning. It is also critical that teachers consider the impact of their new STEM PD on their student learning as measured by classroom assessments, standardized tests, and/or student attitudes toward doing STEM classwork. Establishing a reflective feedback loop between STEM PD and teacher/ student outcomes allows school leaders to ensure educators are receiving the tools needed to be successful in promoting student learning.

Planning for District Level STEM Professional Development District level PD should be planned strategically with as much attention to individualization for teachers as possible. It is clear that district level PD has historically focused on very general skills and strategies that all teachers are required to attend. Unfortunately, this approach does not tend to the need for teachers to continue to advance their individual pedagogical content expertise and most who attend these types of sessions do not feel connected and likely do not receive the intended benefit of the PD. Schools that are planning to move toward implementing a grade-level program or whole school STEM focus should approach PD for staff in a very collaborative manner. First and foremost, teachers will need collaborative planning time beyond any time that is provided within the PD to ensure success of implementation. This is something that school leaders should consider and make necessary accommodations for up front. Second, the PD should be structured to provide an interactive overview of integrated STEM. Allow for teachers to participate in a STEM learning environment and to discuss how they individually, and as a discipline, fit within an integrated STEM context. Third, intensive PD on problem- and/ or project-based learning and engineering design thinking should be provided to ensure all teachers are empowered to utilize this STEM pedagogy. A majority

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of the PD time should be focused on providing teacher teams facilitated time to develop PBL topics and modules aligned with the context of the school—or to take STEM Road Map modules and modify as necessary. Encourage teachers to implement at least two modules (four to five weeks) in the first year of the STEM effort. Finally, district level PD should include a focus on measuring individual teacher growth and the transformation of the learning environment. Encourage teachers to engage in reflection on their practice and to use this as a way to iteratively develop their own PD plans for the future.

References Banilower, E.R., & Shimkus, E. (2004). Professional development observation study. Chapel Hill, NC: Horizon Research. Banilower, E.R., Heck, D.J., & Weiss, I.R. (2007). Can professional development make the vision of the standards a reality? The impact of the National Science Foundation’s Local Systemic Change Through Teacher Enhancement Initiative, Journal of Research in Science Teaching, 44(3), 375–395. Cohen, D.K. & Hill, H.C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press. Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching and America’s Future. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press. Datnow, A., & Stringfield, S. (2000). Working together for reliable school reform, Journal of Education for Students Placed At Risk, 5(1), 183–204. Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures, Educational Researcher, 38(3), 181–199. Desimone, L., Porter, A.C., Garet, M., Yoon, K.S., & Birman, B. (2002). Does professional development change teachers’ instruction? Results from a three-year study, Educational Evaluation and Policy Analysis, 24(2), 81–112. Fullan, M. (1993). Change forces: Probing the depth of educational reform. New York: Falmer. Gonzalez, P., Guzman, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D., & Williams, T. (2004). Highlights from the Trend in International Mathematics and Science Study (TIMSS) 2003. Washington, DC: National Center for Education and Statistics. Guskey, T.R. (1994). Results-oriented professional development: In search of an optimal mix of effective practices, Journal of Staff Development, 15(4), 42–50. Guskey, T.R. (1997). Research needs to link professional development and student learning, Journal of Staff Development, 18, 36–40. Hayes, L.L., & Robnolt, V.J. (2010). Data-driven professional development: The professional development plan for a reading excellence act school, Reading Research and Instruction, 46(2), 95–119. Johnson, C.C. (2011). The road to culturally relevant science: Exploring how teachers navigate change in pedagogy, Journal of Research in Science Teaching, 48(2), 170–198. Johnson, C.C. (2013). Educational turbulence: The influence of macro and micro policy on science education reform, Journal of Science Teacher Education, 24(4), 693–715. Johnson, C.C. & Fargo, J.D. (2010). Urban school reform through transformative professional development: Impact on teacher change and student learning of science, Urban Education, 45(1), 4–29.

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Johnson, C.C., & Sondergeld, T. (under review). A statewide implementation of the critical features of professional development: Impact on teacher outcomes. The Journal of Teacher Education. Johnson, C.C., Kahle, J.B., & Fargo, J. (2007) A study of sustained, whole-school, professional development on student achievement in science, Journal of Research in Science Teaching, 44(6), 775–786. Johnson, C.C., Fargo, J.D., & Kahle, J.B. (2010). The cumulative and residual impact of a systemic reform program on teacher change and student learning of science, School Science and Mathematics, 110(3), 144–159. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Loucks-Horsley, S., Hewson, P.W., Love, N., & Stiles, K. (2007). Designing professional development for teachers of mathematics and science. Thousand Oaks, CA: Corwin Press. Putnam, R., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B.J. Biddle, T.L. Good, & I.F. Goodston (Eds.), The international handbook of teachers and teaching (pp. 1223–1296). Dordrecht, The Netherlands: Kluwer. Supovitz, J.A., & Turner, H.M. (2001). The effects of professional development on science teaching practices and classroom culture, Journal of Research in Science Teaching, 37(9), 963–980. The NEA Foundation for the Improvement of Education: Establishing High-Quality Processional Development (2003). Using data about classroom practice and student work to improve professional development for educators. Retrieved from www.nsdc. org/educatorindex.htm

11 EFFECTIVE PROGRAM CHARACTERISTICS, START-UP, AND ADVOCACY FOR STEM Shaun Yoder, Susan Bodary, and Carla C. Johnson

The year 2007 was extraordinary for science, technology, engineering, and mathematics (STEM) education in Ohio. That year, the state’s elected officials made an unprecedented commitment of more than $200 million in state funding to support an array of cohesive STEM education policies, spanning the state’s preK-20 education continuum (Ohio Business Alliance for Higher Education & the Economy, 2007). To understand how this major victory came about, we must look back to 2006, when STEM education in Ohio gained an unexpected champion. That year, Nationwide Insurance, headquartered in Columbus, Ohio, surveyed its 36,000 employees to measure its future workforce needs. The results of the survey were shocking to then-CEO Jerry Jurgensen. It revealed that Nationwide’s largest employment sector was neither insurance nor any other aspect of the financial services industry. Instead, technology was its largest employment sector. The survey results—intended to help Nationwide plan for its future—came on the heels of the company’s recent move to bring in a number of top-level computer scientists from India because it could not find the needed talent in Ohio (Kaplan, 2010). The sobering survey results led Jurgensen to become a key voice in the campaign for increased STEM education in Ohio’s schools. What followed was the development of a powerful, multi-partner STEM-education coalition never before seen in Ohio. With help from the Ohio Business Roundtable and Battelle’s fledgling Ohio STEM Learning Network, Nationwide joined forces with other Ohio-based businesses (e.g., Cincinnati Bell, GE Lighting, Marathon Petroleum, Diebold, etc.) and leaders from K-12, higher education, and philanthropy to advocate for the prioritization of STEM education in the state’s upcoming biennial budget. The coalition was by no means assured of success, however.

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The state budget was being cobbled together in the midst of a crippling national recession that dried up state revenue and was sure to result in across-the-board budget cuts. Despite the troubling economic environment, Ohio’s elected officials heeded the call of the coalition and made STEM education a top priority. Of the $200 million, they included funding to launch STEM schools and ‘Programs of Excellence’ ($12.6 million), support students in STEM schools with state education aid ($2.9 million), expand supplemental STEM programs ($3.5 million), increase the supply of STEM teachers ($26.9 million), enhance STEM educator professional development ($9.3 million), attract undergraduates into STEM disciplines through scholarships ($100 million), and increase the supply of renowned STEM scientists and researchers across the state’s institutions of higher education ($50 million) (Kaplan 2010; Ohio Business Alliance for Higher Education and the Economy 2007). Today, Ohio’s 2008–2009 biennial budget serves as the exemplar for developing, informing, and advocating for STEM policies. It demonstrates the importance of focused coalitions of diverse partners from K-12, higher education, business, philanthropy, and community joining hands to develop policy and advocate for the funding and implementation of that policy. The Ohio General Assembly passed the budget by a near-unanimous margin in a historically challenging fiscal environment. Nearly all members of the elected body viewed STEM as an investment worth making. This was a clear testament to the advocacy work pursued by partners. Ohio represents just one success story in which key partners came together to create an aligned set of STEM policies and advocate in support of them. Other states have pursued similar approaches and have garnered similar results. From Texas to Tennessee, partners have united to develop, inform, and advocate for STEM education policies. Those same partners, in many cases, have stayed the course to ensure implementation, refinement, and follow-through at the local, regional, state, and national levels. And, while it may seem like common sense, the process of implementing, refining, following through, and sustaining a connected set of STEM policies stands as one of today’s greatest innovations. Indeed, sticking to the long-term implementation of an identified set of policies is rare in education—where the field has become numb to revolving policies. In this chapter, we explore why cohesive STEM education and talent policies are essential in today’s fiercely competitive global society—where student success in STEM matters now more than ever. We outline four steps communities can take to develop and set in motion policies that enable, support, and, in many cases, result in real change. We also showcase examples of strong STEM policies, successful advocacy approaches, and innovative tools that accelerate the work. Finally, the chapter highlights key characteristics of effective STEM programs, including processes used by a few states to transform traditional public and private schools into STEM-focused schools.

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Four Steps to Building and Enacting Effective STEM Policies Nationwide Insurance’s dilemma is not limited to a single company or industry, and most certainly not to a single state. The shortage of workers skilled in STEM subjects is a well-documented crisis that must be addressed at the public policy level. The reality is that Nationwide’s talent shortage—an experience shared by many other U.S. companies—has its roots in the education system (BusinessHigher Education Forum, 2007). Put simply, it is an education pipeline issue. Solving the pipeline problem requires the development and implementation of smart, transformative policies directed toward a clear set of local, regional, state, or national STEM-based goals and outcomes. At its most basic form, Merriam-Webster defines policy as “a high-level overall plan embracing the general goals and acceptable procedures especially of a governmental body.” From a STEM perspective, policy, and the making of that policy, is far more complex. And, defining STEM for the purposes of developing education and talent policies can be just as complicated because of the multifaceted nature of the acronym. Sure, STEM stands for science, technology, engineering, and mathematics, but the acronym is greater than the sum of its parts. From a teaching and learning perspective, STEM is a verb that emphasizes the purposeful integration of the various disciplines in solving real-world problems (Breiner et al., 2012). Pockets of transformative STEM programs, practices, and partnerships exist throughout the U.S., and they are marked by innovations that emerge when students, teachers, and partners engage in teaching and learning based on real-world work. When well executed, with critical input from practitioners and partners, STEM education and talent policies have the potential to scale change across change-resistant local education ecosystems. We identify four key steps that community leaders and stakeholders can use to enable and support the development and implementation of transformative STEM policies (see Figure 11.1).

1) Collect and Use Relevant DATA to Rally Stakeholders, Inform Goals, and Push Policy Experienced STEM advocates know how important data are in securing multisector partner support, making the case for policy action and whetting the appetites of policy makers to enact transformative change. Nationwide’s workforce survey is but one example of a localized data collection effort that resulted in significant action. The same reaction could be triggered from the collection and analysis of STEM-specific regional, state-, or national-level data. Today, elected officials and policy makers at all levels are operating in challenging environments. With a national unemployment rate of 6.1 percent, rebounding from the recession, but still not as low as the February 2008 rate of

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1) Collect and use relevant DATA to rally stakeholders, inform goals, and push policy

2) Build diverse, multi-sector PARTNERSHIPS to drive policy and advocacy

Transformative STEM Policies

3) Develop GOALS and POLICIES based on data and informed by multi-sector partners

FIGURE 11.1

4) FOLLOW THROUGH and seek transformative action in a change-resistant ecosystem

Transformative STEM Practices

4.9 percent, most public leaders hold job creation and talent development as top priorities (Bureau of Labor Statistics, n.d.). Most seek a firm understanding of their community’s future workforce needs, particularly in STEM. This creates an opportunity for STEM-vested partners to use data to identify what the community’s future STEM-workforce and STEM-skills needs are, use those data to attract and secure a diverse array of power partners to join the cause, and develop transformative policies that will put the community on a trajectory for future success. But knowing the STEM data is just one piece of the puzzle. Advocates and partners must also present the data in a clear and compelling way to stir discussion, promote questions, and ignite a collective search for policy solutions. The following are examples of the types of STEM-specific data that communities might consider collecting based on a national-level dashboard. The national-level data illustrate the powerful story that can be developed to pinpoint the problem and drive toward solutions. Each community and state has its own story to tell.

Where to Begin? Understand Your Community’s STEM Workforce Needs It is well documented that STEM knowledge and skills are in high demand. And regions, states, and the nation as a whole must be poised to capitalize on future opportunities where the advantage goes to companies that are first to invent and produce innovative products. From 2000 to 2010, the growth in STEM jobs

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was three times greater than that of non-STEM jobs (Economics and Statistics Administration, 2011). The U.S. Department of Commerce estimates that in the coming years, STEM occupations will grow 1.7 times faster than non-STEM jobs (U.S. Department of Commerce, 2012). Currently, STEM jobs comprise 20 percent of all U.S. jobs (Rothwell, 2013), and the share of STEM occupations is projected to increase by 26 percent between 2010 and 2020 (Carnevale, Smith, & Strohl, 2013). Within this decade, 95 percent of STEM jobs will require some postsecondary education and training, with approximately two-thirds requiring a bachelor’s degree or better. Additionally, more than 75 percent of the top 25 jobs for 2014 identified by U.S. News and World Report (2014) were in the STEM fields. According to a survey of Fortune 1000 companies, 89 percent continue to report ‘fierce’ competition in finding candidates to fill jobs requiring four-year degrees in STEM-related fields (Bayer, 2013). Despite a growing demand, the percentage of students earning STEM degrees has not substantially changed in recent years (U.S. Department of Education, 2012a, 2012b). A new report by the labor-market analytics firm Burning Glass Technologies (2014) reveals a clearer picture of this STEM-skills gap for entrylevel workers. Forty-eight percent of all entry-level jobs requiring at least a bachelor’s degree are in STEM fields, while only 29 percent of students graduate with a STEM degree. What’s more, demand for STEM skills stretches beyond the needs of STEM occupations to non-STEM fields, exacerbating shortages of STEM talent. In fact, almost 50 percent of students who graduate with a bachelor’s degree in a STEM major do not enter a STEM occupation. Researchers ascribe this diversion from STEM fields to interests, values, and pay (Carnevale, Smith, & Strohl, 2011). While these workforce data speak to what is happening at the national level, they also offer a template for how local-, regional-, and state-level data might be gathered to tell a more localized story. And many local and regional STEM advocates have become masters of working with data organizations to collect and mine reliable workforce data to galvanize action around a specific STEM initiative. For instance, longtime Long Island, New York residents Ken White (Brookhaven National Laboratory), Cheryl Davidson (Long Island Works Coalition), and Mark Grossman (New York State Department of Labor Commissioner’s Regional Representative for Long Island) knew that STEM was an economic imperative for Long Island. Based on regional workforce employment trends, high tech employers were having trouble identifying local talent to fill jobs. In fact, Long Island’s largest employer, North Shore-LIJ Health System, struggled to fill more than 1,000 technical positions due to a gap in the local applicant pool’s ability to do the work. This, while at least 100,000 Long Islanders remained unemployed and at least 20 percent of the island lived in poverty exacerbated by the area’s high cost of living. Based on local data, White, Davidson, and Grossman created urgency and opportunity for STEM and capitalized on regional economic development strategies already under development.

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Just as Long Island partners did, community leaders should start by understanding how many STEM jobs are projected in the near future in their region or state. With those data in hand, communities must then gain an understanding of the condition of their ‘talent pipeline.’ In other words, is the pre-K-12 education system successfully preparing students that are STEM capable? Is the postsecondary system attracting and successfully graduating students with STEM degrees? These two segments of the STEM pipeline ultimately determine the yield of prospective STEM workers for a region or state.

Condition of Your Pre-K-12 STEM Education Pipeline: Is It Leaking? Troubling STEM workforce data raise an important question: What is occurring in the pre-K-12 segment of the STEM education pipeline? Based on national student trends (Change the Equation, 2014) there is no question that the preK-12 STEM education pipeline needs attention. State-administered assessments in the elementary grades—as early as fourth grade—indicate that students are not achieving at proficient levels in mathematics and science. This is cause for concern. A comprehensive STEM education pipeline analysis conducted in New Hampshire, widely considered a high achieving state, found that 51 percent of the state’s fourth graders scored at a proficient or above level on the New England Common Assessment Program (NECAP) in science. The situation was worse for the state’s eighth graders, with only 31 percent scoring at that level (New Hampshire Charitable Foundation, 2014). The narrowing of STEM skills begins early in many states and localities. New Hampshire pursued an impressive STEM education pipeline analysis to help drive its state-level STEM goal and policy development, which is currently being led by the governor in conjunction with a variety of public and private partners. The leaky pre-K-12 pipeline indicates that many students are simply underprepared to move from one grade to the next and unprepared for success in college and career. To effectively mitigate and stop leaks in the pre-K-12 STEM education pipeline, communities must have a handle on where they stand in the key benchmark areas. We use national-level data to illustrate how local, regional, and state communities might assess their benchmarks. Formal and informal STEM learning opportunities: Nationally, elementary students are spending less time in formal science instruction. The average amount of time an elementary school student spent on science in 2009 was two hours per week (Blank, 2012). Informal STEM learning is just as important as formal STEM learning. It is proven to raise student confidence and classroom achievement in STEM and generate student interest in pursuing STEM studies and careers (Thomasian, n.d.). Types of informal STEM learning programs include those that provide pre-K-12 students after-school, end, and summer activities over multiple years at institutions such as science museums, zoos, local universities, and research centers. Unfortunately, good, objective data that differentiate those programs having the greatest impact do not exist at the national level.

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Student performance in STEM: What does local student achievement look like on mathematics and science state assessments, particularly in the fourth and eighth grades? How are students performing on mathematics and science state assessments in grades 9–12? The fourth-grade student performance on National Assessment of Educational Progress (NAEP) in mathematics increased by only 0.2 points from 2011 to 2013, and a significant achievement gap continues to separate the performance of White, Black, and Hispanic students. In 2013, White fourth-grade students scored on average 250, while Black and Hispanic students scored 224 and 231, respectively (U.S. Department of Education, 2012a, 2012b). Internationally, the U.S. is slipping based on the performance of 15-year-olds. Year 2012 PISA (Programme for International Student Assessment) results indicate that 12 countries had higher scores than the U.S. did in science and 17 had higher scores in mathematics (U.S. Department of Education, 2012a, 2012b). Rigorous standards in STEM: The majority of states have adopted college- and career-ready standards in math and English/language arts, with schools and districts being held accountable for student achievement in those subjects. Specifically, 43 states and the District of Columbia have adopted the Common Core State Standards (Common Core State Standards Initiative, 2014). Twelve states have committed to adopt Next Generation Science Standards (Camins, 2014). However, 25 states do not hold schools accountable for meeting student performance targets in science (Change the Equation, 2014). Rigorous course completion in STEM: Are students completing rigorous mathematics, science, engineering, and technology courses in grades 9–12? Today, 35 states have established graduation requirements that require all high school graduates to complete college- and career-ready course requirements so that earning a diploma ensures that a student is prepared for postsecondary education. Teacher effectiveness in STEM: Are STEM-specific teachers masters of their content, particularly in middle and high school? Do they know how to teach STEM methods? Are they supported with high-quality STEM professional development opportunities? Many states across the country have established teacher evaluation systems to determine who their best teachers are and ways to help support those teachers who struggle. While the systems are relatively new, and some have not yet produced or published data, they hold promise for targeting support and growing teacher effectiveness in STEM and other disciplines (Achieve, 2014). Student success in STEM beyond high school: How many students go to college and do not require remediation in mathematics in their freshman year? An August 2012 report notes that, nationally, too many first-time college freshmen require remediation in mathematics or reading. Nearly 52 percent of students who entered a two-year college enrolled in remediation while almost 20 percent of those entering a four-year college required remediation (Complete College America, 2012). These pre-K-12 data trends are concerning. That said, these can be mitigated or even reversed over time through the development and enactment

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of smart STEM education and talent policies. We discuss such innovative policies later in the Goals and Policies section.

Condition of Your Local Post-Secondary STEM Pipeline: Is It Yielding STEM Degrees? The nation’s postsecondary pipeline also experiences widespread leakage, with a range of factors hindering STEM degree production. For every 100 students who pursue a bachelor’s degree, 28 choose to major in STEM, but only 15 earn a STEM degree, and even fewer actually enter a STEM occupation (Chen & Ho, 2012). Similarly, for every 100 students who pursue an associate’s degree, only 31 earn a STEM degree (Chen & Soldner, 2013). To make matters worse, data reveal that STEM students are more likely to switch majors to a non-STEM major than non-STEM students are to change to a STEM major. Simply increasing the number of students entering STEM majors will not necessarily translate to higher STEM-degree production if postsecondary institutions do not also stem the tide of students out of STEM majors. Just as we suggested gathering benchmark data that speak to key transition points in the pre-K-12 segment of the pipeline, similar benchmarks exist for the postsecondary side of the pipeline. We suggest that communities have an understanding of the following postsecondary benchmarks: Academic preparation and math proficiency: Are first-time freshmen prepared for success? Again, remediation rates should be considered. Design of developmental and gateway courses: If students require developmental or remedial coursework, then are those courses designed to promote continued success and persistence? Are gateway courses, or those first-year courses all students must pass to progress to the next level in a degree program (e.g. calculus in an engineering program), designed to support student learning or to ‘weed out’ students? Early immersion to STEM courses as freshman: Data from the U.S. Department of Education (2012a, 2012b) suggest that students who dive into their STEM coursework as freshmen are more likely to experience success and finish in STEM. Are students properly counseled and supported to take the threshold number of STEM course hours in their first year? STEM transfer policies: Does your state have clearly understood and followed course transfer policies in place that compel four-year colleges to recognize and accept course credit from two-year colleges? Strong connection to the STEM workforce: Does the postsecondary experience link students to actual work experience in the STEM field? Is industry satisfied with the skill and preparedness level of candidates? Production of effective STEM teachers: Do STEM educators enter the classroom with an appropriate level of content knowledge? Do they have the pedagogical understanding to prepare interdisciplinary lessons and engage with real-world examples and partners?

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Again, one might conclude that the challenges facing the STEM postsecondary pipeline are insurmountable. The reality, however, is that smart and targeted STEM policy development can help patch the leaky pipeline. We discuss such innovative policies later in the Goals and Policies section.

2) Build Diverse, Multi-Sector PARTNERSHIPS to Drive STEM Policy and Advocacy Diverse, multi-sector partnerships are invaluable to the advancement of STEM policy and advocacy. For starters, partners from pre-K-12, postsecondary, business, workforce, philanthropy, and the community significantly enhance the collection of sector-specific and localized STEM data. But perhaps the greatest benefit of partner engagement is the resultant robust policy development and powerful voice of advocacy. We have already referenced two examples—Ohio and Long Island— where multi-sector partnerships brought fortitude, focus, and follow-through to the STEM policy and advocacy table. In this section, we take a closer look at how partnerships can be built and organized to gain the most traction. Developing policy collaboratively with an array of partners—as opposed to in isolation—brings together unique perspectives necessary for innovative, transformative, and sustainable STEM policies. It puts into action the ‘collective impact’ model, which adheres to the premise that better cross-sector engagement and coordination leads to greater progress than the isolated intervention of individual organizations (Hanleybrown, Kania, & Kramer, 2012). While the specific collective impact model calls for the creation of formal partnerships anchored in new types of non-profit management organizations, the primary point, regardless of partnership structure (formal or informal), is that everyone has a role to play in ensuring the development of the right STEM policies: educators, business leaders, economic development advisors, workforce professionals, and higher education administrators, to name a few. We use tenets of the collective impact model to describe how to build lasting and impactful partnerships (Kania & Kramer, 2011).

Building Effective STEM Partnerships STEM-focused partnerships can take on many forms. Generally, local partnerships have been more informal in nature, though that is changing as local initiatives become more sophisticated. State- and nationally focused partnerships tend to be more formally structured. Many are established networks. The structure of the partnership should be driven by its community needs and corresponding STEM policy goals, with form following function. However, there are some attributes that newly developed STEM-focused partnerships should include. First, leaders should focus on establishing a partnership that brings stakeholders together to prepare the strongest STEM learning and achievement policies that connect one segment of the education pipeline to the next. Whether the focus

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is local, regional, state, or national, the partnership should reflect the horizontal flow of education pipeline (as depicted in Figure 11.2). All sectors of the pipeline—from pre-K-12, postsecondary, and workforce—should have a seat at the table to analyze data, develop goals, identify policy solutions, and advance those policies. Gathering these partners is critical, as national data indicate that some of the greatest leakages in the STEM pipeline occur at transition points where students are supposed to advance from one segment to the next. Partners from across segments of the pipeline should be committed to the STEM cause and be willing to authentically participate in the initiative—from policy development to advocacy. Research has shown that through partnerships, which advocate for STEM, overall STEM community awareness is significantly increased (Sondergeld & Johnson, 2014). While targeted action may or may not focus on all segments at once, having the right representation allows the partners to develop the strongest possible solutions across the pipeline. Partnerships should also be connected vertically (see Figure 11.3). This means that local-level partnerships, where possible, are linked to state-level

Pre-K-12

Postsecondary

Workforce

Horizontally Aligned STEM Partnerships

FIGURE 11.3

Vertically Aligned STEM Partnerships

Local/Regional

State

National

FIGURE 11.2

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partnerships, and state-level partnerships are at least aware of and, in some cases, tied to national-level efforts. These vertical linkages reinforce activities underway at each level, maximizing impact. The STEM East partnership in Lenoir County, North Carolina, offers a textbook example of vertical connectivity. This regional partnership knows that the most effective change begins at the local level. One of four local STEM communities in the state, Lenoir County has been battling an economic downturn for more than 15 years. In its heyday, the regional economy was driven by tobacco and textiles. But those jobs dried up as the local economy shifted from manufacturing to knowledge. For instance, DuPont, the Fortune 100 Company which patented Dacron polyester fibers, has operated a site in Lenoir County since 1953. At its prime, the factory employed nearly 4,000 workers. By 2005, it had fewer than 200 employees. Recognizing this regional workforce data, Lenoir community leaders knew they had to find a way to reshape the once textile-dependent workforce into a skills rich, STEM-literate community. That’s what prompted local leaders to assemble a STEM leadership team. This partnership was intentionally designed to be horizontally aligned—with representatives from major local forces in education, economic development, government, and business—including the Director of Operations for aerospace industry giant Spirit Aero-Systems, which Lenoir County fought hard to recruit to the region. The STEM leadership team champions STEM community engagement and awareness building across the region. Its work is anchored in a community visioning process that included more than 200 people in the community, and the teachers, school leaders, and partners who now drive the region’s thriving STEM strategies (Guillory & Quinterno, 2013). Lenoir County’s STEM East is fortunate to be linked to NC STEM, North Carolina’s state STEM network. The county’s community-led effort was facilitated by NC STEM’s Community Visioning & Design Process, a step-by-step plan for engaging all sectors of the community in visualizing, planning, and building education efforts that mirror the area’s economic concerns (Guillory & Quinterno, 2013). Other tools developed by NC STEM include a list of STEM attributes, or ‘hallmarks of programmatic quality in STEM education,’ and the NC STEM ScoreCard (2013), titled “Strategies that Engage Minds.” The ScoreCard is aimed at helping the public and decision-makers chart a direction for the state’s STEM-related economic future. It is designed around six domains that gauge the state’s progress in (1) STEM workforce and economic impact, (2) informal education and STEM literacy, (3) strategic investments and innovation, (4) college and career readiness, (5) teacher quality and leadership, and (6) policy support. These domains target areas that will propel North Carolina forward in offering the best STEM learning opportunities in the nation. NC STEM does not operate in a vacuum. The state-level network is connected to a multi-state STEM partnership known as STEMx. Created ‘by states,

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for states’ and anchored at Battelle headquarters in Columbus, OH, STEMx stands as a promising national-level partnership. Together, the 19 member states of STEMx established a shared vision, mission, and goals and articulated a value proposition for network membership. Member networks include those from Arizona, California, Colorado, Georgia, Idaho, Indiana, Kentucky, Michigan, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Tennessee, Texas, Washington, and Washington DC. Similar to North Carolina’s approach, each state-level network strives to maintain diverse partnerships that are horizontally aligned. As part of the network, states share and disseminate best practices aimed at accelerating STEM policies, practices, and partnerships. STEMx features the tagline: Local Innovation. State Leadership. National Impact, reinforcing the notion that vertically aligned partnerships matter.

Partnership Organizational Models As mentioned earlier, local STEM partnerships tend to be organized informally. This enables initiatives to be nimble and responsive to emerging needs of the community. For instance, Dayton, Ohio’s regional STEM partnership originally consisted of three primary partners: Dayton Regional STEM School, Dayton Regional STEM Center, and the lead convening partner, EDvention, which was intentionally established to be a simple, lean broker of opportunities and convener of focused partners. The partnership, which had more than 21 members on its leadership council representing key horizontal partners, was purposely not created as a standalone 501(c)(3) organization. Rather, it was housed within a third-party organization so that it could focus efforts on partners and programs and not have to worry about funding its own existence. Over time, the effort morphed to become Learn to Earn Dayton, which maintains a broader focus on regional academic achievement and degree attainment, with specific goals and metrics along the education pipeline (Learn to Earn Dayton, n.d.). The Dayton Regional STEM Collaborative, a companion effort, focuses on the STEM-talent aspects of the Learn to Earn Dayton metrics and has attracted even more business and higher education leadership. Lean staffing is supported by contributions from partner organizations that have a vested interest in the region and joint grant opportunities. Other partners provide on-loan experts and talent-based resources aimed at advancing the work. Through nimble structures, the initiatives have harnessed the strongest champions, deepest supporters, and most influential leaders to advance the work in the region. At the state level, STEM partnerships tend to be organized more formally, though only a few are incorporated 501(c)(3) organizations. The California STEM Learning Network benefits from generous donors including the S.D. Bechtel, Jr. Foundation, Chevron, Battelle, and the James Irvine Foundation, among others. Washington STEM is fueled by generous support from The

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Boeing Company, Bill & Melinda Gates Foundation, McKinstry Charitable Foundation, The Microsoft Foundation and others. Leading partners in both states determined that the 501(c)(3) approach was best to meet their states’ identified needs. That said, each has refined its approach over time to most effectively respond to the states’ changing and evolving STEM needs. Separate from establishing 501(c)(3) organizations, several states, including Ohio and Tennessee, have codified the establishment of public–private partnerships through the enactment of legislation or executive order that forges horizontal partnerships to jointly craft a statewide STEM agenda. The Ohio legislature established a STEM Committee consisting of the state Superintendent of Public Instruction, the Chancellor of the Board of Regents, the Director of Development, and four members of the public with STEM and/or business backgrounds. This state-level STEM committee was charged with distributing state funding for STEM schools and Programs of Excellence. The Ohio STEM Learning Network was available to provide technical assistance as needed. The Ohio statutory language essentially created a public–private partnership—where the Ohio STEM Learning Network works in conjunction with the STEM Committee to coordinate state-level private sector STEM partners and investments. Similarly, the Tennessee STEM Advisory Council was enacted by an executive order signed by the Governor. It specifies that the Council, which serves as the leadership body of Tennessee’s STEM Innovation Network, consists of the Commissioner of Education, Commissioner of Economic and Community Development, Chair of the Senate Education Committee, Chair of the House Education Committee, one representative from the State Board of Education, one representative from the Tennessee Board of Regents, one representative from the University of Tennessee, five representatives of STEM-related industries in the state, and two K-12 educators teaching in Tennessee public schools. The Council advises the Tennessee Department of Education and the Tennessee STEM Innovation Network on promoting and expanding STEM teaching and learning. Other states, such as New York and Texas, have used public–private partnerships to make significant blended public–private STEM investments to support the development of new school models that directly connect to the world of work. Useful tools and resources are available to help communities build and support STEM networks. One such tool is the STEMx Sustainability Compass. A joint project of STEMx, Battelle, and Education First, the self-assessment tool is designed to help local, regional, and state coalition leaders and partners gauge sustainability levels of their partnerships and offer materials and approaches to strengthen their work over time (STEMx, n.d.). The Sustainability Compass recognizes that better goal and policy development results from a blend of public and private horizontal partners that are connected, when possible, to vertical partners.

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3) Develop GOALS and POLICIES Based on Data and Informed by Multi-Sector Partners

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Postsecondary

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With a firm understanding of the data and strong partnerships in place, the table is now set for STEM goal and policy development. Together, partners must identify a set of clear, measurable goals and the supporting policy strategies or activities to accomplish them. The horizontally and vertically aligned partnerships should drive the goal and policy setting process. In fact, goals and policies, in simplest form, should mirror the structure of the partnerships (Figure 11.4 illustrates this combined approach). From a horizontal perspective, STEM policies should be strategically formulated to meet the needs of and close gaps between pre-K-12, postsecondary, and workforce. The horizontal alignment reflects the continuous flow of students and achievement in the pre-K-20 education pipeline. Vertical policy alignment means that there are local connections to the state and national levels. This maximizes resources and results in stronger, more informed policies. Horizontal and vertical policy alignment reinforces the importance of building horizontal and vertical partnerships at the front end of coalition development.

FIGURE 11.4

Horizontally and Vertically Aligned STEM Partnerships

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Establishing Goals and Policies In the DATA section of this chapter, we identified key data benchmarks that speak to the condition of any pre-K-12 and postsecondary STEM education pipeline. These benchmarks help partners identify what is working well, illuminate leaky points in the pipeline, and determine where STEM goals and policy strategies are necessary to advance talent. Communities should consider these benchmarks as a first order of business. Next, partners must recognize the realities of the localized education ecosystem. Lasting Impact: A Business Leader’s Playbook for Supporting America’s Schools (Allan et al., 2014) suggests that education in America is largely local and each city or town has its own ‘education ecosystem.’ Understanding how this ecosystem functions, including which horizontal partners contribute to student achievement—not simply schools themselves, but non-profit organizations, teachers’ unions, government agencies, businesses, faith-based organizations, etc.—is essential to designing goals and policies that have the greatest short-term and long-term impact. Figure 11.5 illustrates the elements of a dynamic local pre-K-12 education ecosystem. Goals and policies at every level should be student-focused, informed

Effective Teachers

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Students

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FIGURE 11.5

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Strong, Committed Leadership

FIGURE 11.6

Horizontal and Vertical Partner Engagement

Clear Metrics

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Five Supporting Enablers for PK-Postsecondary Success

by data, and use key ‘drivers’ critical to advancing STEM progress. Pre-K-12 STEM drivers include effective teachers, high standards, quality curriculum, formal STEM learning, informal STEM learning, and embedded technology. Certain enablers must be in place to support use of the drivers to set goals and policies across the pipeline. The enablers create the right context for change and ensure the ongoing follow-through and long-term success of STEM policies. These include strong, committed leadership; horizontal and vertical partner engagement (as previously discussed); clear metrics; sophisticated data collection; and strong accountability. In the end, STEM policy development should seek transformational action that results in improved student performance. STEM drivers must be used to fashion goals and policies that strategically push an ecosystem to a new configuration and level of performance (Allan et al., 2014). Such policies should help leaders and administrators fundamentally rethink how things are done. Partners have often depended upon a single driver or enabling element within a single ecosystem to create impact. For instance, perhaps a business partner developed a policy to provide supplies to a nearby school or to ‘adopt’ one school building. Rarely have such parochial efforts been enough to push an ecosystem to a new configuration and level of performance. Partners should consider what combination of drivers is likely to produce significant long-term impact.

4) FOLLOW-THROUGH and Seek Transformative Action in a Change-Resistant Ecosystem We opened this chapter by discussing the success Ohio partners experienced in advocating for a set of comprehensive STEM policies and investments. The truth is that a great deal of time, collaboration, perseverance, planning, and followthrough drove the success of the initiative. That work continues today. Ohio’s state-level efforts to focus on STEM education date back to 2004, when then-Governor Bob Taft commissioned a panel of horizontal partners to make recommendations on ways to maximize the use of higher education as a tool for economic growth. The panel recommended an intense focus on STEM higher education. This recommendation helped trigger a ten-year focus on STEM education. Two years later, the Ohio STEM Learning Network (OSLN) was launched in 2006 by Battelle and the Ohio Business Roundtable. The OSLN led a process

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to assign specific roles to key partners. For instance, Battelle, anchor partner to the Ohio STEM Learning Network, was on point to handle member engagement and the day-to-day functions of the partnership. The Teaching Institute for Excellence in STEM (TIES) was charged with providing technical support to network programs across the state. The third partner, the Education Council, ensured that best practices were captured and disseminated to partners across the network. Finally, the Ohio Business Roundtable led the network’s policy and advocacy work. Its first order of business was to convene stakeholders to develop a set of goals, policy strategies, and metrics to drive STEM policy and advocacy in Ohio. Once those goals were established, the Ohio STEM Learning Network gathered key stakeholders from around the state and facilitated a process to identify the critical few items all could rally around and advocate for at the state level. What followed was a coordinated set of advocacy activities that all partners engaged in to secure support from key state leaders, agency directors, and elected officials. Different partners were best positioned to do different things. And some partners had never engaged in advocacy work before. From visiting legislators to providing testimony to crunching the data and making the case, members of the Ohio STEM Learning Network focused on gaining policy change, securing financial support, and gathering state-level champions to fuel the drive toward reaching STEM education goals. To guide partners, the Ohio Business Roundtable produced the Ohio STEM AdvoKit, intended as a one-stop tactical advocacy guide. In its original form, the AdvoKit contained an overview of the national and state STEM education landscape; tailored sets of talking points for STEM advocates, including students, parents, educators, employers, and community leaders; a STEM FAQ; clarification of what STEM education is and isn’t; top-line messaging; and sample letters of support that could be used by stakeholders to frame letters to the legislature and the press. Today, the Ohio STEM Learning Network features the AdvoKit as one of its key tools and others have used it as a platform to tailor for their own state work. To view the document in full, please visit www.osln.org/wpcontent/uploads/2013/03/Ohio-AdvoKit.pdf. This tool proved essential in coordinating stakeholder advocacy deployment and messaging. The Ohio STEM Learning Network and its partners continue to follow through on implementing STEM practices and identifying enabling policies necessary for long-term goals. While 2008 might have been the beginning, it was certainly not the end. Successive state budgets continue to honor STEM as a critical investment to the state’s future, including the most recent Mid-Biennial Review budget, which included several key provisions critical to the ongoing success of STEM schools and the flexibility for innovation in STEM areas. Other states have developed similar tactical tools to help partners advance STEM teaching and learning in coordinated and sophisticated fashion. North Carolina, for instance, used its ‘Do-It-Yourself Guide to STEM Community

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Engagement,’ to engage and dispatch a broad range of community leaders to support STEM education in a targeted way. Similarly, the California STEM Learning Network maintains a strong focus on STEM policy and advocacy. The state-level network offers tips on what local community members can do to advance STEM education in schools and communities across the state. To assist its members, the network issues regular publications to guide including a strategy roadmap to transform STEM education in California, a policy brief that explained the importance of the Next Generation Science Standards, and a brief aimed at rethinking teacher preparation and policy. States across the nation are moving the STEM policy needle with the goal of moving the STEM student achievement and talent needle. This work is challenging and rests upon focused follow-through and long-term commitment. STEM goals and policies are tools for students and teachers to make increased STEM achievement and degrees a reality. The four steps discussed in this chapter are tools for communities and states to establish strong STEM goals and policies. If community and state leaders use data to inform the policy, organize the right people, recognize the right drivers to affect change, develop and advocate for the right policies, and make adjustments based on what works, then far more students will be prepared for college, careers, and engagement in a STEM-filled world.

Characteristics of Effective STEM Programs There are clear characteristics of effective STEM programs emerging from the national STEM education work. These were articulated in Figure 11.5 as the preK-12 STEM drivers. Stakeholders involved in STEM education reform should carefully consider the use of each pre-K-12 success driver to set STEM goals and policies that promote innovation.

Effective Teachers Research indicates that a classroom teacher’s effectiveness is more important— and has more impact on student achievement—than any other factor controlled by school systems, including class size or the school a student attends (e.g. Darling-Hammond, 2010; Rivkin, Hanushek, & Kain, 2005). Thoughtful, skillful educators are the backbone to delivering innovative STEM instruction across elementary and secondary education. They understand the standards for what students should know and are able to do. They know how to cleverly integrate those standards throughout curriculum and instruction. Teachers drive formal STEM learning and develop and deliver the hands-on, project-based instruction. Advancing policies that effectively prepare new teachers and sharpen the effectiveness of those already practicing, particularly in the STEM disciplines, will have a positive impact on student performance.

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Cutting-edge, research-based professional development opportunities (e.g. Desimone, 2009; Johnson & Fargo, 2014) play a significant role in enhancing teacher effectiveness. Educators need exposure to high-quality professional development that sharpens their craft in the classroom. The engagement of horizontal partners, from business to higher education, often enhances innovative professional development offerings. For instance, a STEM-related business might open its laboratories to local teachers and give them an opportunity to work alongside laboratory technicians, strengthening content knowledge and offering real-world application, which can be transferred back to the classroom. MC2 STEM, a Cleveland Metropolitan School District high school, maintains three campuses located on site at the Great Lakes Science Center, GE Lighting’s Nela Park, and the Health Careers Center. The high school, established through a public–private partnership, leverages the expertise of professionals on each campus to deliver teacher professional development that focuses on crosstraining experiences and transdisciplinary instructional units. Industry partners and professionals from higher education not only enhance professional development opportunities, but they provide direct instruction to the students on many occasions (MC2STEM High School, 2014). Ohio adopted a statewide policy to establish and invest in STEM training centers, enabling MC2STEM to train educators in its district and across the state.

High Standards Implementing rigorous STEM-related academic standards is a prominent, farreaching driver that can impact every student. States that implement rigorous standards are setting expectations for what all students should know and be able to do, regardless of where students receive their education. As state policy makers consider adopting standards in mathematics, science, engineering, and technology—whether through the Common Core State Standards (for mathematics), the Next Generation Science Standards, engineering standards, or other homegrown standards—they should carefully consider how the standards promote meaningful integrated STEM education opportunities. Integrating standards across the STEM disciplines can significantly enhance the student learning experience. The real world is integrated by nature and an interdisciplinary approach provides authentic contexts for learning (Ronis, 2007; Roth, 1993). A Framework for K-12 Science Education offers a prime example of what this disciplinary integration might look like for science standards. The Framework suggests that K-12 science standards be built around three dimensions: (1) science and engineering practices; (2) crosscutting concepts that unify the study of science and engineering through their common application across fields; and (3) core ideas in four disciplinary areas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and the applications of science. The

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Framework goes on to indicate that these dimensions should be integrated into standards, curriculum, and instruction.

Integrated Curriculum Standards, which are typically set at the state level, allow local educators to choose or design integrated curriculum and instruction tailored to the needs of their students. Integrated STEM curriculum, as discussed throughout this STEM Road Map as the pivotal component of STEM reform, brings together the content disciplines for the purposes of teaching and learning—it makes learning more relevant for students. It helps them form deeper understandings and build connections among central concepts. Students become more interested and vested in school when instruction is based on integrated curriculum (Berlin, 1994; Berlin & White, 2012; George, 1996; Mason, 1996; Morrison & McDuffie, 2009). This is often done in elementary grades through project- or problem-based learning units, and in high school via hybrid courses, career and technical education programs, and focused STEM schools and programs. State policy, however, must allow for such programs and courses, as well as provide appropriate waivers and approvals as needed. This may also include rethinking traditional assessments to ensure that more than just factual knowledge is being measured (Johnson, 2013).

Formal STEM Learning Formal STEM learning most often occurs during the traditional school day. And while the school day might be traditional, the teaching and learning approach is anything but. An inquiry-based approach is prominent in many formal STEM learning opportunities. When professional engineers encounter a problem in the field, for instance, they implement a series of steps known as the engineering design process. The learner is given the opportunity to ask questions; define problems; model, plan, and conduct investigations; analyze and interpret data; apply mathematics and computations thinking; construct explanations and solutions; and communicate findings (Czerniak & Johnson, 2014). Inquiry-based instruction is maximized though the use of integrated curriculum. Project-based learning (PBL) is another approach to formal STEM learning. PBL experiences require students to uncover and address real-world problems and share findings with authentic audiences (Riordian, 2013). PBL features curriculum and directly applies the engineering design process and inquiry-based learning (e.g., Czerniak & Johnson, 2014; Ronis, 2007; Roth, 1993). Some regions and states have created and launched STEM schools to deliver this type of learning experience. For instance, Ohio, North Carolina, Tennessee, Texas, and others launched STEM schools, in partnership with horizontal and vertical partners, to completely transform the delivery of formal STEM learning.

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Such learning experiences can also take place as units within traditional schools. Arizona, New Mexico, New York, North Carolina, and Texas have enacted policy changes that facilitate and promote new curricular and programmatic approaches aimed at transforming existing public schools. Arizona’s approach is particularly unique. The Arizona STEM Network, in partnership with the Maricopa County Education Association (a key horizontal partner), established the STEM Immersion Guide to help schools and districts integrate STEM education into curriculum and instruction. The STEM Immersion Guide contains key design elements that support the development of project-based, interdisciplinary STEM instruction and provides practical tools and information to assist teachers, administrators, schools, and districts that want to improve student outcomes by integrating STEM (Science Foundation Arizona, 2013).

Informal STEM Learning Informal STEM learning is perhaps one of the greatest examples as to why horizontal partners matter. If representatives from local museums, zoos, universities, businesses, and research centers are at the table as the policies are being considered, then there is greater chance that such partners would be committed to lending their time, talent, and resources to execute joint strategies where they are needed most. Since most states do not consistently make informal science a partner in the STEM agenda, the role of vertical partners becomes even more important for regions. Consider that states provide only a small share of direct funding to informal science institutions, while the majority of the funding comes from the federal government, corporate and private foundations, and the general public. The National Science Foundation (NSF) is interested in growing the body of research that will help regions and states make the case for increased support for informal STEM learning. NSF has dedicated up to $14.4 million to advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; provide multiple pathways for broadening access to STEM learning experiences; and advance assessment of informal STEM learning (National Science Foundation, 2014). Local and state partners can maximize use of the informal STEM learning driver by developing policies aimed at bringing formal and informal STEM learning experiences together. This type of merger has the potential to fuel high school internships for students, accelerate online course taking from third party partners, proliferate team teaching opportunities where teachers couple with STEM professionals, and increase student opportunity to earn credit from challenging out-of-school experiences. In some places, informal partners are also developing their own pre-schools and professional development for pre-K-12 teachers. This driver is ripe for policy innovation.

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Embedded Technology STEM education should employ the latest technologies as tools for teaching and learning—and as the content for learning. The ‘technology’ component of STEM seeks to prepare students to understand, deploy, and, in many cases, develop technologies that are connected to real-world STEM applications. Technology is a part of the learning experience; embedded in it, not apart from it. Many ‘blended learning’ environments combine embedded technology, different pedagogical approaches, and unique classroom operations to help educators personalize learning for individual students. This often results in better student outcomes. Models should be structured so that every student has opportunities for individualized learning and every teacher has the time and resources, including data, to differentiate small group or one-to-one instruction. Technology that is simply overlaid on an antiquated model of schooling increases the costs of education and the challenges to improving student achievement. Example state-level policies might include efforts to ensure sufficient Internet connectivity for schools or to provide competitive funds to districts that use technology and innovation to transform teaching and learning, such as Ohio’s Straight ‘A’ Fund (Ohio Department of Education, 2014). These six drivers, if positioned and used properly, have the potential to significantly affect STEM student success in pre-K-12. They should command priority focus as communities determine STEM goals and policies. The drivers are inextricably linked to STEM student success beyond high school.

STEM School/Program Start-Up Process The STEM School start-up process is comprised of three main stages: strategic planning, development, and implementation (Johnson, 2014). The strategic planning phase is focused on development of mission, vision, goals, objectives, and intended outcomes from the desired STEM approach. This should be planned collaboratively with a team that is representative of all stakeholders involved in the effort, including K-12 and community partners. The development phase consists of developing a plan for necessary teacher professional development on new pedagogy, content, and technological skills. A second component is curriculum development, where teams of teachers work with expert STEM curriculum facilitators to develop integrated STEM curriculum through modification of existing resources or generation of new ideas and concepts that are designed to engage students in solving real-world problems. The third component is development of school climate, including scheduling, teacher collaboration time for planning, engagement of STEM experts and community partners in co-teaching, field trips, planning of curriculum, and determining student STEM experiences that will take place outside of the school walls. The implementation phase is the actual beginning of the implementation of the STEM School or program plan. During this phase there should be considerable effort focused on providing teachers time to collaborate, refining and

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revising of curriculum, assessment of fidelity of implementation, assessment of teacher and student outcomes, and real-time professional development for teachers and partners engaged in the work. STEM Innovations, LTD, is one source that has provided support for the STEM School/Program start-up process nationally for several years and will work with school districts and other agencies to collaboratively develop an individualized plan that will leverage existing resources. Purdue University also has offered STEM School Planning Retreats for school corporations. State-level STEM networks may also be a resource that would provide support to schools and programs that are interested in implementing a STEM approach.

Bringing It All Together: A Look at Tennessee and Texas Across the country, STEM partnerships are developing comprehensive STEM goals and policies designed to transform the education ecosystem and achieve long-term impact. Tennessee and Texas, among others, are employing multiple drivers to accomplish their goals. In August 2012, the Tennessee STEM Innovation Network, a state-level STEM partnership, released Future-Ready Tennessee: Developing STEM Talent for 2018 and Beyond. The strategic plan sets out to answer the question: “Will Tennessee have the competitive and skilled workforce it needs to prosper in a STEM-driven economy?” The plan (Tennessee STEM Innovation Network, 2012) used state STEM data to inform development of four goals aimed at accelerating STEM talent development: 1) 2) 3) 4)

Increase student interest, participation, and achievement in STEM; Expand student access to effective STEM teachers and leaders; Reduce the state’s STEM talent and skills gaps; and Build community awareness and support for STEM.

Each goal is supported by a set of strategies and progress metrics that track to the drivers discussed in this chapter. The first goal, for instance, identifies four strategies including: establishing regional STEM innovation hubs to bring horizontal partners together locally; launching STEM platform schools to change the teaching and learning model; ensuring all students have access to rigorous STEM courses; and identifying, developing, and sharing STEM curriculum tools. This state-level STEM strategic plan is significant because it is anchored in data and builds upon broader, pre-existing state-level policy goals in K-12, higher education, and workforce. It also identifies and capitalizes on the state’s STEM assets—from institutions of higher education to high-tech health and research organizations and global businesses—to enhance STEM teaching and learning for students across the state. Tennessee has been using its strategic plan as a guide for STEM policy and advocacy for the last two years.

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Almost a decade ago, Texas launched T-STEM, an initiative squarely focused on using pre-K-12 STEM drivers to transform the delivery of teaching and learning to students and affect the state’s broader education ecosystem. Then, the Texas High School Project (now Educate Texas) partnered with the governor, Texas Education Agency (TEA), and major philanthropists to start 36 STEM schools to serve students in greatest need. Today, T-STEM aims to empower teachers, inspire students, and advance studies in STEM. The public–private initiative includes academies, professional development centers, and networks aimed at improving instruction and academic performance in science and mathematicsrelated subjects at secondary schools. The goals of the T-STEM Academies are clear: increase the number of students entering postsecondary studies and careers in STEM; promote quality school leadership that support school redesign efforts, quality teacher recruitment, and improved teacher preparation; and assist in long-term educational and economic development and alignment of the STEM fields (Communities Foundation of Texas, 2014a, 2014b). Parallel to launching T-STEM Academies, the state launched T-STEM Centers, which are located at universities and regional education service centers, to create new STEM instructional materials and provide high-quality professional development. They coordinate with industry and business, which provide resources to T-STEM Academies. To connect the work of T-STEM Academies and T-STEM Centers, the state also launched the T-STEM Network, which offers professional development, exemplary profiles, and other STEM education resources. To scale its T-STEM Academies with fidelity across the state, the initiative created a T-STEM Academy Blueprint and established a rigorous process for existing schools to gain the STEM designation in concert with TEA. T-STEM Academies use the T-STEM Design Blueprint, Rubric, and Glossary as a guidepost to build and sustain STEM schools that focus on mission-driven leadership; school culture and design; student outreach, recruitment, and retention; curriculum, instruction, and assessment; strategic alliances; and academic advancement and sustainability. The T-STEM Rubric also addresses the five supporting enablers. To date, 70 T-STEM Academies and seven blended Early College High School/T-STEM Academies serve more than 40,000 students across the state. Impact is even more far-reaching thanks to the T-STEM Network, which ensures dissemination of best practices across the Lone Star State (Communities Foundation of Texas, 2014a, 2014b).

References Achieve (2014). The ADP Network. Retrieved from www.achieve.org/adp-network Allan, S., Grossman, A., Rivkin, J.W., Vaduganathan, N., Childress, S., Henry, T., Lombard, A., Porter, M.E., Puckett, J., Ramn, M., Sharer, K., & Sommerfeld, M. (2014).

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Czerniak, C.M., & Johnson, C.C. (2014). Interdisciplinary Science and STEM Teaching. Invited handbook chapter to appear in N.G. Lederman, & S.K. Abell (Eds.), Handbook of Research on Science Education. (2nd ed.). Lawrence Erlbaum Associates, Inc. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press. Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualization and measures. Educational Researcher, 38(3), 181–199. Economics and Statistics Administration (2011). STEM: Good jobs now and for the future. Washington, DC: United States Department of Commerce. George, P.S. (1996). The integrated curriculum: A reality check, Middle School Journal, 28, 12–19. Guillory, F., & Quinterno, J. (2013). Strategies that engage minds: Empowering North Carolina’s economic future. Retrieved from http://ncsmt.org/wp-content/uploads/2014/03/ NCSTEMScorecard.pdf Hanleybrown, F., Kania, J., & Kramer, M. (2012). Channeling change: Making collective impact work. Stanford Social Innovation Review. Retrieved from www.ssireview. org/blog/entry/channeling_change_making_collective_impact_work Johnson, C.C. (2013). Educational turbulence: The influence of macro and micro policy on science education reform, Journal of Science Teacher Education, 24(4), 693–715. Johnson, C.C. (2014). Indiana STEM School Summit. Retrieved from www.education. purdue.edu/news/STEM Summit.pdf Johnson, C.C., & Fargo, J.D. (2014). A study of the impact of Transformative Professional Development (TPD) on Hispanic student performance on state-mandated assessments of science, Journal of Science Teacher Education, 25, 845–859. Kania, J., & Kramer, M. (2011). Collective impact. Stanford Social Innovation Review. Retrieved from www.ssireview.org/articles/entry/collective_impact Kaplan, D.A. (2010, June). The STEM Challenge, Fortune Magazine, p. 25. Learn to Earn Dayton (n.d.). Ready, set, soar. Retrieved from http://learntoearndayton. org/ Mason, T.C. (1996). Integrated curricula: Potential and problems, Journal of Teacher Education, 47(4), 263–270. MC2STEM High School (2014). STEM connection: From Classroom to Workplace. Retrieved from www.hbs.edu/competitiveness/pdf/lasting-impact.pdf Morrison, J., & McDuffie, A.R. (2009). Connecting science and mathematics: Using inquiry investigations to learn about data collection, analysis, and display, School Science and Mathematics, 109(1), 31–44. National Science Foundation (2014). Advancing informal STEM learning (AISL). Retrieved from www.nsf.gov/funding/pgm_summ.jsp?pims_id=504793 New Hampshire Charitable Foundation (2014, June). Smarter pathways: Strengthening New Hampshire’s STEM pipeline. Retrieved from www.nhcf.org/document. doc?id=1988 Ohio Business Alliance for Higher Education & the Economy (2007), KidsOhio.org. Retrieved from www.kidsohio.org/wp-content/uploads/2008/02/7-12-07-stem-analysish-b-119-doc-sy-_3_-3.pdf Ohio Department of Education (2014). Straight A fund. Retrieved from http://education. ohio.gov/Topics/Straight-A-Fund Riordan, R. (2013, January). Change the subject: Making the case for project-based learning. Edutopia. Retrieved from www.edutopia.org/blog/21st-century-skills-changingsubjects-larry-rosenstock-rob-riordan

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Rivkin, S.G., Hanushek, E.A., & Kain, J.F. (2005). Teachers, schools and academic achievement, Econometrica, 73(2), 417–458. Ronis, D.L. (2007). Problem-based learning for math and science: Integrating inqiury and the internet. Thousand Oaks, CA: Corwin. Roth, W.M. (1993). Problem-centered learning for the integration of mathematics and science in a constructvist laboratory: A case study, School Science and Mathematics, 93(3), 113–122. Rothwell, J. (2013, June). The hidden STEM economy: Key findings. Brookings. Retrieved from www.brookings.edu/research/interactives/2013/the-hidden-stem-economy Science Foundation Arizona (2013). Welcome to the STEM immersion guide. Retrieved from http://stemguide.sfaz.org/ Sondergeld, T., & Johnson, C.C. (2014). Using the Rasch Model for the development of affective measures in science education research, Science Education, 98(4), 581–613. STEMx (n.d.). Sustainability compass. Retrieved from www.stemx.us/sustainabilitycompass/destination-sustainability/ Tennessee STEM Innovation Network (2012). Future ready Tennessee: Developing STEM talent for 2018 and beyond. Retrieved from http://thetisin.org/wp-content/uploads/2013/04/ FINAL-TN-STEM-Strategic-Plan-Aug2012.pdf Thomasian, J. (n.d.). The role of informal science in the state education agenda. National Governors Association Issue Brief. Retrieved from www.nga.org/files/live/sites/NGA/ files/pdf/1203INFORMALSCIENCEBRIEF.PD U.S. Department of Commerce (2012). The competitiveness and innovative capacity of the United States. Washington, DC. U.S. Department of Education (2012a). Table M1. Percentage distribution of 15-yearold students on PISA mathematics literacy scale, by proficiency level and education system: 2012. National Center for Education Statistics. Retrieved July 11, 2014, from http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_3.asp. U.S. Department of Education (2012b). Table S1. Percentage distribution of 15-year-old students on PISA science literacy scale, by proficiency level and education system: 2012. National Center for Education Statistics. Retrieved July 11, 2014, from http:// nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_4.asp. U.S. News and World Report: Money and Careers (2014). The best 100 jobs. Retrieved from http://money.usnews.com/careers/best-jobs/rankings/the-100-best-jobs

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APPENDIX A Sample STEM Module One: Grade 7 Janet Walton and James M. Caruthers

STEM ROAD MAP CURRICULUM MODULE OVERVIEW STEM Road Map Module Theme and Grade Level: Cause and Effect, Grade 7 STEM Road Map Module Topic: Transportation—Motorsports Lead Discipline: Science Module Summary Students will take on the role of design engineers as they work in teams to design, within a set of design constraints, an innovative prototype vehicle with a new safety aspect and powered by energy transformations. As they move through the module, students will investigate types of energy; energy transformations; the Law of Conservation of Energy; the concepts of speed, friction, aerodynamic drag; and the engineering design process (EDP). The module will culminate in the design project, The Automotive X-Challenge. Students will participate in a race day event in which cars will compete for speed and will present their design to industry professionals to be judged for design, innovation, teamwork, and presentation quality. The academic content standards and 21st Century Skills for this module can be found in Tables A.1.1 and A.1.2.

Established Goals/Objectives The goals for this module are for students to be able to: • •

understand the physics concepts of motion, force, and energy (Science); utilize the EDP in an authentic, real-world problem situation (Engineering);

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make connections to the historical, economic, geographic, and cultural aspects of motorsports (Social Studies); utilize appropriate mathematics practices and content to complete authentic tasks (Mathematics); communicate learning and experiences through various forms of writing and speaking while effectively using relevant vocabulary and grammar (English/ Language Arts); build mastery of relevant 21st Century Themes and Skills.

The desired outcomes and assessment plan for this module can be found in Tables A.1.3 and A.1.4.

Science (NGSS Performance Objectives) Motion and Stability (MS-PS2); Energy (MS-PS3); Engineering Design (MS-ETS1) Students will understand that there are different forms of energy with unique characteristics; understand the concepts of speed, friction, and aerodynamic drag; and understand the elements of the EDP. Students will apply their understanding of energy, energy transformations, speed, friction, aerodynamic drag, materials, and the EDP by working in teams to design a vehicle powered by energy transformations, and will be able to discuss the design process and the energy transformations that power their vehicle. Student teams will investigate a topic of their choice related to motorsports and will present their designs and topical research projects through oral and visual presentations.

Driving Question/Problem for Students to Solve How can we design and build a mode of transportation that is powered by energy transformations?

Launch Introduce unit by showing video of Automotive X-Prize (www.youtube.com/ watch?v=car1X_YElxk). Discuss automotive innovations and concept of engineering design. Present invitation/flyer for a class X-Challenge to design a prototype car.

LESSON PLAN #1—TRANSPORTATION—MOTORSPORTS Lesson Title: Start Your Engines Lesson Summary This lesson introduces the X-Challenge unit. The concept of innovative car design will be introduced via a video and discussion. Engineering as a profession will be introduced using racecar designers as an exemplar. Students will be

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

CCSS.Math.Practice.8. Look for and express regularity in repeated reasoning.

CCSS.Math.Practice.7. Look for and make use of structure.

CCSS.Math.Practice.6. Attend to precision.

CCSS.Math.Practice.5. Use appropriate tools strategically.

CCSS.Math.Practice.4. Model with mathematics.

(Continued)

CCSS.ELA-Literacy.W.7.2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.7.1a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.W.7.1. Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-Literacy.RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g. lighting, sound, color, or camera focus and angles in a film).

CCSS.Math.Practice.2. Reason abstractly and quantitatively.

CCSS.Math.Practice.3. Construct viable arguments and critique the reasoning of others.

CCSS.ELA-Literacy.RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.Math.Practice.1. Make sense of problems and persevere in solving them.

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Common Core English/Language Arts Standards

Common Core Mathematics Standards

NGSS Performance Outcomes Standards

TABLE A.1.1 Content Standards Addressed in STEM Road Map Module—Transportation—Motorsports

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful conclusion, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

CCSS.Math.Content.7.EE.B.3. Solve multi-step, real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

CCSS.Math.Content.7.NS.A.3. Solve real-world and mathematical problems involving the four operations with rational numbers.

CCSS.Math.Content.7.RP.A.2. Recognize and represent proportional relationships between quantities.

CCSS.Math.Content.7.RP.A.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass of an object and to the speed of an object.

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

Common Core Mathematics Standards

NGSS Performance Outcomes Standards

TABLE A.1.1 (Continued)

CCSS.ELA-Literacy.SL.7.1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-Literacy.SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

CCSS.ELA-Literacy.W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

CCSS.ELA-Literacy.W.7.2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Common Core English/Language Arts Standards

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

CCSS.Math.Content.7.SP.A.1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

CCSS.Math.Content.7.EE.B.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

CCSS.ELA-Literacy.SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.SL.7.1d. Acknowledge new information expressed by others and, when warranted, modify their own views.

CCSS.ELA-Literacy.SL.7.1c. Pose questions that illicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

CCSS.ELA-Literacy.SL.7.1b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Teaching Strategies

• Draw connections between academic content and a variety of career pathways using a variety of resources including videos and classroom guests. • Highlight the importance of motorsports and manufacturing to the U.S. economy. • Provide students with budget constraints for their prototype designs. • Teach and facilitate student use of Engineering Design Process (EDP) throughout unit and design challenge. • Facilitate group work and instruct students on use of design journals.

• Have students use technology to research their group motorsports topic. • Provide students with opportunities to incorporate multimedia elements into presentations. • Support appropriate use of technology resources and proper use of sources (i.e. citing sources appropriately). • Scaffold student group work through a series of investigations/lab activities to support team prototype design and topical research efforts. • Use EDP to teach flexibility (through redesign), time management, and goal management. • Provide guidelines and practice opportunities for student presentations emphasizing professionalism and inclusivity of all team members.

Learning Skills and Technology Tools (from P21 framework)

Financial, Economic, Business, and Entrepreneurial Literacy

Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information, Communications and Technology (ICT) Literacy

Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability

21st Century Skills

21st Century Interdisciplinary Themes

Learning and Innovation Skills

Information, Media, and Technology Skills

Life and Career Skills

TABLE A.1.2 21st Century Skills Addressed in the STEM Road Map Module

• Team projects are completed on time with evidence of participation by all team members. • Students present to peers, industry professionals, and teachers using appropriate language and professional demeanor. • Students are able to respond to questions regarding the design process and teamwork.

• Student presentations include information from Internet research and/or multimedia presentation techniques. • References are acknowledged and cited where appropriate.

• Students can implement the EDP in a group setting to create and present a prototype within budgetary and engineering constraints with evidence of collaboration. • Design journals reflect students’ critical thinking and are used to draw connections between ideas and concepts presented in class and the prototype designs.

• Students can discuss the variety of jobs that support the motorsports industry. • Students can discuss the role of motorsports in the U.S. economy. • Students create a cost-effective prototype. • Students can create a compelling presentation to a diverse audience highlighting the benefits of their prototype design.

Evidence of Success

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TABLE A.1.3 Desired Outcomes and Monitoring Success

Desired Outcome

Evidence of Success in Achieving Identified Outcome

Students will understand the elements of the engineering design process and use the process to apply the concepts introduced in the unit and the findings from their inquiry activities to the final design challenge.

Performance Tasks

Other Measures

• Students will maintain design journals (individual activity worksheets, Engineer It! worksheets, and reflections). • Students will design a working prototype car (team). • Student teams will research and present on a topic of their choice (team). • Students will be able to discuss how they applied their understanding of energy transformations and other concepts introduced in the unit to their designs (individual and team).

• Collaboration rubric

TABLE A.1.4 Assessment Plan

Major Group Products

Major Individual Products/Deliverables

• Prototype vehicle (evidence of incorporation of science concepts; evidence of innovation and creativity; evidence of use of EDP principles; evidence of collaboration—see prototype design rubric) • Topical research project (evidence of use of multiple sources of information) • Presentation (use of appropriate information and language; use of good presentation skills; response to audience questions; use of audiovisual aids; evidence of collaboration—see presentation rubric) • Lab reports • Design journal ref lections • Topical quizzes • Participation in prototype design and presentation

introduced to the driving question for the unit and receive an invitation to participate in the Automotive X-Challenge. The elements of the engineering design process (EDP) will be introduced and students will use the EDP in a mini design challenge. The timeline for the implementation of this module can be found in Tables A.1.5 and A.1.6.

Essential Question(s) • •

What skills will we use to design a solution for the unit’s challenge? What do engineers do and how do they do their work?

Day 2 (Lesson 1)

Start Your Engines

Students use EDP in a mini design challenge. Introduce design journals.

Day 7 (Lesson 4)

Stretching It

Elastic Potential Energy. Introduce/demonstrate concept. Rubber Band Shooters activity.

Day 12 (Lesson 6)

Fact or Friction?

Students research racetrack materials and reflect on the role of friction in their X-Challenge design.

Day 1 (Lesson 1)

Start Your Engines

Launch the module. Introduce challenge, engineering design process (EDP).

Day 6 (Lesson 3)

Materials Matter

Students investigate materials used in race cars and safety aspects of current technologies.

Day 11 (Lesson 6)

Fact or Friction?

Introduce Friction. Demonstrations and Roll Down Test inquiry activity.

Ready, Set, Race: The X-Challenge Brainstorm, sketch designs, make budget.

Team planning, identify and research problem, brainstorm.

Day 14 (Lesson 7)

Introduce speed and begin Rubber Band Racers.

Rubber Band Racers

Day 9 (Lesson 5)

Introduce Law of Conservation of Energy. Explore energy transformations and energy sources for cars.

Let’s Get Energetic!

Day 4 (Lesson 2)

Ready, Set, Race: The X-Challenge

Day 13 (Lesson 7)

Data analysis for Rubber Band Shooters. Effect of heat on elastomers.

Stretching It

Day 8 (Lesson 4)

Introduce potential/ kinetic energy as the two major categories of energy. Energy flow game.

Let’s Get Energetic!

Day 3 (Lesson 2)

TABLE A.1.5 STEM Road Map Module Timeline—Weeks One through Three

Continue design sketches, purchase materials.

Ready, Set, Race: The X-Challenge

Day 15 (Lesson 7)

Reflect on Rubber Band Racers design and draft ideal materials list for challenge.

Rubber Band Racers

Day 10 (Lesson 5)

Introduce concept of materials science and gravitational potential energy. Ball drop lab activity.

Materials Matter

Day 5 (Lesson 3)

Day 17 (Lesson 7)

Ready, Set, Race: The X-Challenge

Build, test, evaluate, redesign.

Day 22 (Lesson 7)

Ready, Set, Race: The X-Challenge

Design presentation day.

Day 16 (Lesson 7)

Ready, Set, Race: The X-Challenge

Build, test, evaluate, redesign.

Day 21 (Lesson 7)

Ready, Set, Race: The X-Challenge

Create presentation materials, practice presentation.

Design presentation day.

Ready, Set, Race: The X-Challenge

Day 23 (Lesson 7)

Build, test, evaluate, redesign.

Ready, Set, Race: The X-Challenge

Day 18 (Lesson 7)

TABLE A.1.6 STEM Road Map Module Timeline—Weeks Four and Five

Reflecting on designs, review feedback from industry ‘judges.’

Ready, Set, Race: The X-Challenge

Day 24 (Lesson 7)

Build, test, evaluate, redesign.

Ready, Set, Race: The X-Challenge

Day 19 (Lesson 7)

Ready, Set, Race: The X-Challenge Topical research. Create presentation materials.

Topical research

Day 20 (Lesson 7)

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Established Goals/Objectives • • • • • • •

Students will understand that engineers work in teams to design products. Students will understand that engineers use a process (the EDP) to do their work. Students will understand that engineers work within design constraints, and that they must consider multiple objectives when designing products. Students will understand that engineers and other manufacturing industry professionals must be able to present their work to multiple audiences. Students will understand and be able to use design journals as a reflective tool to prepare for their design challenge. Students will be able to apply the EDP to a group design challenge. Student teams will present their designs to the class.

Time required: Two days

Necessary Materials • • • • •

Audiovisual equipment (Internet access) to show videos Design journals—three ring binders with dividers Snow-Proof School materials—50 index cards and one roll of office tape per three to four students; metal washers for weights to test designs EDP graphic handouts Engineer It! worksheet handouts

Teacher Background Information This lesson provides an introduction to the unit using the Automotive X-Prize as a ‘hook’ for the unit’s culminating design challenge and driving question. The key vocabulary that students will learn in this module are listed in Table A.1.7. The original Automotive X-Prize, sponsored by Progressive Insurance, awarded $10 million in 2010 to three teams that designed safe, affordable, fuel-efficient vehicles that could be marketed to consumers (see http://auto.xprize.org/ for more information). The TABLE A.1.7 Key Vocabulary—Lesson One

Key Vocabulary

Definition

Engineering

Applying math and science skills to solve real-world problems by designing solutions or products. A series of steps engineers use to come up with solutions to problems (identify problem; brainstorm; design; build; test and evaluate; redesign; share solution). To do something in a new way or have new ideas about how something can be done. To work with another person or group to achieve something. An early model of a product or process used for testing and from which other forms are developed.

Engineering Design Process Innovate Collaborate Prototype

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X-Prize principles of innovative design and marketability will be used throughout the unit to scaffold students’ understanding of science principles and to provide a gateway connection to the motorsports and manufacturing industries. Engineering is introduced as a career connection in this unit with a particular emphasis on design engineers in the motorsports industry. Students will be challenged to act as engineers, using engineering thinking (the EDP) to ultimately work in teams to build their vehicles. An in-depth knowledge of auto racing is not necessary to teach this unit, however some background will be helpful. A summary of each car series’ specifications can be found at www.indycar.com/Fan-Info/INDYCAR-101/ The-Car-Dallara/Car-Comparisons. Students may be familiar with the concept of race engineers in motorsports and may not understand the difference between race engineers and design engineers. Race engineers are individuals who act as a conduit between the race driver and race mechanics. They provide drivers with critical information about strategy and respond to drivers’ feedback about the car’s performance. This information is used to make adjustments to improve the car’s handling and performance. Race engineers typically have a design engineering background (see www.formula1.com/ news/features/2009/9/9885.html for a discussion of the role of Formula One race engineers). In contrast, design engineers work primarily in a manufacturing setting. Your students may be familiar with the scientific method but may not have experience with the EDP. Students should understand that the processes are similar but are used in different situations. The scientific method is used to test predictions and explanations about the world. The EDP, on the other hand, is used to create a solution to a problem. In reality, engineers use both processes and your students’ experience will reflect this. They will use the scientific method within the research and knowledge building phase of the EDP as they engage in their inquiry activities and will use the EDP during their final X-Challenge design challenge. A good summary of the similarities and differences in the process can be found at www.sciencebuddies.org/engineering-design-process/engineeringdesign-compare-scientific-method.shtml. A graphic representation of the EDP is provided at the end of this lesson. It may be useful to post this in your classroom. The X-Challenge design challenge is a team-based challenge. You may wish to assign teams now or you may choose to observe student group work for the first two lessons before assigning teams. These teams should be composed of four to six students each. Research suggests that teacher-designated teams comprised of students with ability levels are preferable for project- and problem-based learning units (Belland, Glazewski, & Ertmer, 2009; Oakley, Felder, Brent, & Elhajj, 2004).

Lesson Preparation This unit will culminate with a Race Day event during which students will present their designs and a related research project. Inviting outside guests to assess projects and talk to students about their design process and what they have

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learned adds real-life context to students’ work and requires that they prepare presentations that are engaging and professional. Have available: • • • • • • •

audiovisual equipment with Internet access to show videos; copies of X-Challenge Invitation (option: this can be used as a cover for student design journals); copies of EDP graphic; copies of Snow-Proof School building challenge; supplies for Snow-Proof School building challenge; copies of Engineer It! design process sheets for each student; students’ design journals/lab notebooks (three-ring binder with dividers).

Learning Plan Components Introductory Activity/Engagement Science Class • • •

•

•

Show video of Automotive X-Prize: www.youtube.com/watch?v=car1X_ YElxk. Discuss what the problem was and the relevance of the problem to society and the industry (limited resources, cost efficiency, safety, etc.). Tell students that they will be challenged to create a vehicle that uses no traditional fuel in the X-Challenge and that they will use the same processes that the X-Prize teams did. Have students brainstorm about what the X-Prize teams needed to consider (fuel efficiency, weight, parts withstanding rapid acceleration, etc.). Have students brainstorm about what they will need to consider in creating a fuelfree car. Ask students to recall who the winners in the mainstream category ended up competing against? Discuss the concept of constraints and that people who design things often work within a set of constraints or goals they need to meet. Introduce the concept of engineering:  Ask students who designs things like cars (engineers).  Show “What is Engineering?” video: www.youtube.com/watch?v=bip TWWHya8A.  Discuss that students will be assuming the role of engineers for this unit.  Ask students how many people were involved in designing each of the X-Prize cars. Point out that engineers work in teams.  Ask students to name different sorts of engineers (civil, mechanical, nuclear, materials, chemical, electrical). Ask students to consider what sorts of engineers design cars (mechanical).  Have students brainstorm about what makes an individual a good team member (create a class list). Make sure that students understand that they will be assessed on their teamwork for this unit.

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Introduce the concept that engineers use a process: Introduce EDP.  Discuss similarities/differences with scientific method.  Introduce the concept of prototypes as a preliminary or first model that is often on a small scale.  Option: Show video about EDP: www.pbslearningmedia.org/resource/ phy03.sci.engin.design.desprocess/what-is-the-design-process/. Introduce Design Journals (three sections: Engineer It!, Lab/Activity Worksheets, Reflections). Explain that they will be used:  as lab notebooks to store lab/activity worksheets;  to reflect on activities and make connections with the X-Challenge;  to track their use of the EDP using Engineer It! worksheets. Note—these journals can be kept electronically using the worksheets as templates for students to set up their own journals in Word or other word processing software. Distribute Team Member Expectations page, review expectations and have each student sign and place in the front of their Design Journal notebooks. 

•

•

Activity/Investigation Science Class: Use EDP in the Snow-Proof School Challenge Introduce the Snow-Proof School Challenge: Ask students to recall a recent heavy winter (i.e. 2014). Heavy snows were a concern for schools and other public buildings since there was a possibility that they could collapse under the weight of the snow. This was especially a problem in states that usually do not experience heavy snows and where buildings are not designed with the expectation that roofs will need to support this extra weight. Many school principals and maintenance workers actually shoveled snow off roofs to ensure that they didn’t collapse (show pictures). Introduce the idea that students will act as engineers to design a snow-proof school building (discuss what sort of engineers design buildings—architects, civil engineers). • • •

Have students form teams of three to four. Distribute Snow-Proof School Challenge description. Distribute Engineer It! sheets.

Teams should work collaboratively to solve the challenge. Each student should complete an entry in their Design Journal and present their designs to the class. Mathematics connections: math practices (constructing buildings), geometry (what shapes were best design for function), measurement (using precision in constructing buildings). ELA connections: writing (Design Journals), speaking and listening skills (group discussion and group work), reading (current events related to racecars). Social Studies connections: economics (budget constraints, resource limitations), geography (examining regions with high snowfall).

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Explain Science Class • • •

Introduce EDP; Emphasize teamwork components of EDP; Prototypes.

Extend/Apply Knowledge: What opportunities will students have to apply what they have learned through their work in this lesson explicitly, if any? Social studies connections: Student groups will conduct research on the locations in the U.S. where the racing industry has a presence and explore how this has impacted local culture and quality of life. Mathematics connections: Students will gather data on the impact on the local economy for one region with a racing industry presence. English/Language Arts connections: Students will utilize writing skills to develop a one-page overview of their selected region in the U.S. and the racing industry presence outlining the pros and cons of living in a region with this type of sports industry.

Assessment Performance tasks: • • •

Completion of Snow-Proof School Challenge; Engineer It! sheets (Design Journal); One-page overview paper.

Other measures: •

Assessment of collaboration skills.

Internet Resources Racecar information/series comparisons: http://sports.yahoo.com/irl/news?slug=txindy carseriesprimer and www.indycar.com/Fan-Info/INDYCAR-101/The-Car-Dallara/CarComparisons. What is Engineering? www.youtube.com/watch?v=bipTWWHya8A IndyCar Factory information: www.indycarfactory.com/about.html Interview with Luca Pignacca, Chief Designer at Dallara (2012): www.youtube.com/ watch?v=8-eMjny_PJ Progressive Insurance X-prize: http://auto.xprize.org/ X-Prize video: www.youtube.com/watch?v=car1X_YElxk Engineering Design Process video: www.pbslearningmedia.org/resource/phy03.sci. engin.design.desprocess/what-is-the-design-process Engineering design process versus scientific process, summary: www.sciencebuddies.org/engineering-design-process/engineering-design-comparescientific-method.shtml

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Engineer It! Name:

Date:

Project/Activity:

Step 1:

Identify the Problem

State the problem: Identify the conditions that must be met to solve the problem: Identify anything that might limit the solution (cost, availability of materials, safety):

Step 2:

Research & Brainstorm

If you did any research, summarize your findings here: Brainstorm! What solutions do you and your team imagine?

Step 3:

Plan Design & Sketch

Include a sketch or sketches here (you may include additional sheets). Label and include materials you need:

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Why did you choose the design? List the materials you will need for your prototype.

Step 4:

Build

Did your building process go as expected? What turned out differently than you thought it would when you designed and sketched your ideas? Did you need additional materials? If so, list them here:

Step 5:

Test & Evaluate

How did you test your prototype? What were the results of your tests? What are the strengths of your design? What are the weaknesses of your design? Did your design solve the problem?

Step 6:

Improve the Design

What changes would help your design perform better?

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Present Solutions

How will you share your design? Decide who will present various aspects of your design and the design process. List team member responsibilities here:

The Snow-Proof Challenge Your Challenge Design and build a prototype building that has at least three surface levels (basement, mid-floor, and roof), that is at least 20 cm high, and can support as much weight as possible.

Design Rules • • • • • • • •

Materials are 50 index cards and one roll of office tape. Cards can be folded but not torn. No piece of tape can be longer than 2 inches. Building cannot be taped to the floor or table. Building must have a roof surface on which to put the test weights (washers). Time to design and build: 40 minutes. Height is measured from the ground to the roof level. Tower must support the weight for at least ten seconds.

LESSON PLAN #2—TRANSPORTATION—MOTORSPORTS Lesson Title: Let’s Get Energetic! Lesson Summary This lesson introduces the concept of energy as the ability to do work, the idea that all forms of energy fall into the categories of potential and kinetic energy, the concept of energy transformations, and the Law of Conservation of Energy. Students explore energy and energy transformations through teacher demonstrations, an interactive game, and energy inquiry stations. Students will work in

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their design teams to brainstorm and research energy sources for cars, the implications of each of these energy sources, and discuss what energy sources they could use to power their X-Challenge vehicle.

Essential Question(s) • • • •

What is energy? What are the different ways things can have energy? How is energy transferred from one thing to another? In what ways could your X-Challenge car be powered?

Established Goals/Objectives • • • • • • •

Students will understand that energy is the ability to do work. Students will be able to identify various types of energy (sound, light, heat, chemical). Students will be able to differentiate between potential and kinetic energy. Students will understand that one form of energy can be converted to another. Students will be able to discuss and identify energy transformations and trace the conversion of one form of energy to another. Students will understand and discuss the Law of Conservation of Energy. Students will create a database of energy sources for cars.

Time Required: Two classes

Necessary Materials Introduction and Demonstration: • Flashlight (battery-operated), • Jump rope, • Ball (to bounce), • Toy car, • One plastic container of sand, about two-thirds full, • One thermometer, • Energy Flows worksheets (one per student).

Transformation Stations: • Transformation Station Instructions (one to two per station), • Transformation Station Student Record sheets (one per student), • Transformation Station materials (see materials lists in station instructions).

Teacher Background Information The classic definition of energy, the ability to do work, may be difficult for students to conceptualize. Energy can be introduced as a physical property of objects. Unlike color, mass, etc., however, energy is better understood by what it can do, rather than how it looks or feels, so that we define energy as the ability to do work.

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TABLE A.1.8 Key Vocabulary—Lesson Two

Key Vocabulary

Definition

Energy

The ability to do work; work is done whenever something moves. Using a force to move an object a distance. Energy stored in an object because of its state or position. Energy of motion. When one type of energy is converted to another type. A measure of the amount of heat in an object or substance. Heat. The internal energy in substances caused by the movement of atoms. The energy of a moving object. The energy of electrons moving through a substance. Energy stored in the bonds in atoms and molecules; released when chemical compounds change or react. The energy that holds the nucleus of an atom together. The energy of a place or position.

Work Potential Energy Kinetic Energy Energy Transformations Temperature Thermal Energy Mechanical Energy Electrical Energy Chemical Energy Nuclear Energy Gravitational Potential Energy Elastic Potential Energy Sound Energy

Energy stored in objects by applying force. The movement of energy through substances in longitudinal waves.

All energy falls into two major categories: potential and kinetic. All other varieties of energy fall into one of these two categories. There are many different forms of energy. The Energy handout may be a useful way to organize this visually for students. Although students will design their X-Challenge cars with a limited set of materials, this is a useful time for them to brainstorm about how the cars could be powered. As an option, this activity may lead to a discussion of renewable versus non-renewable energy sources and energy conservation. The National Energy Education Project (NEED) provides a curriculum guide containing information and student resources for renewable and non-renewable energy sources. It can be accessed online at www.need.org/files/curriculum/guides/Energy%20Flows.pdf.

Lesson Preparation • • • • • •

Have materials available for introductory activity at the start of class. Assemble sand demonstration materials. Prepare copies of Energy organizer chart to share with class in a discussion. Set up Transformation Stations. Prepare copies of Transformation Station instruction sheets. Prepare copies of Transformation Station student record sheets.

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Learning Plan Components Introductory Activity/Engagement Science Class Begin the class with asking one student to turn on a flashlight, one to jump rope, one to bounce a ball, one to roll a toy car down a ramp. Ask students what it took for each of these actions to occur? What else happens when we do these things? Ask students to brainstorm about the question: “What is Energy?” Lead students to an understanding that any kind of work or change requires energy, so energy is the ability to do work or change something.

Activity/Investigation Science Class 1) Sand Energy Demonstration 1)

Place the bulb of a thermometer about halfway to the bottom in the middle of a plastic container filled about two-thirds with sand. 2) After about 30 seconds, read the temperature of the sand. 3) Remove the thermometer and place the lid on the plastic container. Make sure the lid is sealed all the way around the container. 4) Have each student shake the container vigorously for a few seconds (a total of about 2.5 minutes). 5) Remove the lid and submerge the thermometer bulb under the sand for about 30 seconds. Read the temperature of the sand. Ask students: •

•

Why did the temperature change? (Kinetic energy of particles—particles bouncing off one another produced heat and therefore an increase in temperature.) Where did the energy for the temperature change come from?

Lead students to an understanding that one kind of energy can be transformed to another kind of energy (i.e. kinetic energy of shaking to heat energy, etc.). 2) Energy Flow Activity Discuss as a class the flow of energy from the students’ breakfast that morning through the energy transformations that ultimately result in an increase in

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temperature of the sand. Tracing this energy flow can be an introduction to the Law of Conservation of Energy. Students should understand that energy is not created or destroyed, but can be transformed to another kind of energy. Ask students to consider what the source is of most of the energy on Earth (the Sun). Have students write in their journals regarding where their energy comes from and where it goes on a daily basis. Point out to students that they should consider the flow of energy to them, but that the ways they expend energy may not necessarily be expressed as a flow (for instance, they may conclude energy by breathing, thinking, growing, digesting food, etc.). Have students share their ideas. 3) Transformation Stations Divide students into four groups. Leave a copy of the station instructions at each of the four stations and give each student a record sheet. Students should have about eight minutes at each station to investigate what types of energy are involved in energy conversions. • • • •

Station #1: Wind up flashlight. Mechanical to electrical to light energy. Station #2: Music box. Mechanical to sound. Station #3: Baking soda and vinegar balloons. Chemical to mechanical energy. Station #4: Sand jars. Mechanical to thermal.

Mathematics connections: Students will utilize conversion formulas to calculate temperature conversions. Students will also create an energy audit and will project how much money a household could save in one month using fluorescent bulbs rather than incandescent bulbs. ELA connections: Student teams will develop a blog advocating for their selected choice of alternative energy. Social Studies connections: Students will explore the use of alternative energy sources in the U.S. for a variety of purposes. Further, students will learn what types of alternative energy sources are in use in their community.

Explain Science Class • • • •

Energy is the ability to do work; a physical property that is observed by its effects. All energy falls into two categories: potential and kinetic. Potential energy is energy stored in an object because of its state or position; kinetic energy is the energy of motion. One type of energy can be converted to another.

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There are numerous forms of energy that fall within the larger two categories of energy. Law of Conservation of Energy.

Extend/Apply Knowledge Science Class Students work in groups to brainstorm ideas for energy sources for design challenge cars. Create a class database of energy sources for the design challenge and discuss the feasibility of each. Mathematics connections: Introduce kinetic energy calculations (k=1/2mv2) and calculate the kinetic energy of various items; conduct a home energy audit and calculate cost of energy used in a week. ELA connections: Research alternative energy sources and write position papers about their usefulness or create a brochure to advertise energy alternatives. Social Studies connections: Discuss government role in energy conservation (for example, tax credits for energy efficient appliances).

Assessment Performance tasks: • •

Completion of Transformation Stations. Transformation Station record sheets.

Other measures: •

Observation of participation/collaboration in brainstorming session.

Internet Resources NEED Energy Flows resources: www.need.org/files/curriculum/guides/Energy%20 Flows.pdf

Transformation Stations Overview Station #1: Light Up My Life Students will be provided with two wind-up LED flashlights at this station. They will investigate how long the flashlight remains illuminated relative to how many times they turn the crank in order to investigate the relationship between the input of mechanical energy and the output of light energy. Materials: two crank flashlights, two timers, station instructions

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Station #2: Making Music At this station students will be provided with two transparent manually operated music boxes. Students will observe what happens inside the music box as they wind it up and think about how the sound is generated and how it reaches their ears. Materials: two transparent music boxes, station instructions, plastic drinking straws (six per student), scissors (one per student), masking tape (two rolls)

Station #3: Sand Shakers This station is a variation on the sand temperature demonstration. Two containers of sand, one completely full (so little movement is possible when shaken) and one about one-third full. Students will measure and record initial temperatures and make hypotheses about what will happen when they shake each container for two minutes. Materials: two containers of sand (one full, the other one-third full), two thermometers, timer, station instructions

Station #4: Blow It Up! At this station students will use baking soda and vinegar to create a chemical reaction to blow up a balloon. They will be provided with two flasks, each with 100 ml of vinegar, and two quantities of baking soda (1½ tsp and ½ tsp). They will put the baking soda into balloons using a funnel and then attach the balloons to the vinegar flasks. Students should see that the balloon with the smaller amount of baking soda is smaller and be able to conclude that more chemical reagents results in more chemical energy, which is transformed to mechanical energy to blow up the balloons. Materials: eight flasks of vinegar (two per student group), baking soda (premeasured for each group), balloons, safety glasses, station instructions

Transformation Station Instruction Sheets Station #1: Light Up My Life You will investigate how long the flashlight remains illuminated in relation to how many times they turn the crank and record your observations on your record sheet.

Materials • •

Two wind-up LED flashlights Two timers

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Procedure 1) Turn the crank once. What happens? 2) Now, have one person timing and another turning the crank. Turn the crank exactly one cycle. Time how long the light stays lit. 3) Next, turn the crank one more cycle. How long did the flashlight stay lit? Is it brighter? 4) Repeat step 2, cranking one additional cycle each time and timing how much longer the light stays on.

Station #2: Making Music Have you ever wondered how a music box works? At this station you will be able to see what happens within the music box when you wind it up and make your own musical instrument. Record your observations on your record sheet.

Materials • • • •

Two transparent music boxes Drinking straws Scissors Masking tape

Wind up the music box. What do you see? What do you hear? Record your observations. Now, try to make a musical instrument that will play different notes using six plastic drinking straws per person (hint: you will need to blow across the top of the drinking straws to make a sound!).

Station #3: Sand Shakers Think about what happened to the sand in the demonstration at the beginning of class. What do you think will happen with these two containers? Will the amount of sand in them make a difference?

Materials • • •

Two containers of sand, one completely full and one about one-third full Two thermometers One timer

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Procedure 1)

Make a hypothesis about what will happen to the temperature of the sand in each of the two containers when you shake them. Record this on your record sheet. 2) Use the thermometer to find the temperature of the sand. Record it on your record sheet. 3) Put lids on the containers. Choose two people to shake the containers and one person to time. 4) Shake the containers for two minutes. 5) Take the lid off and measure the final temperatures for each container. Record this on your record sheet. 6) Repeat steps 3 and 4 with different people shaking the containers.

Station #4: Blow It Up! You will see a chemical reaction at this station and you will capture the products of the reaction inside a balloon. Vinegar reacts with baking soda and turns into carbon dioxide and water. What do you think will happen to the balloon?

Materials • • • • •

Two flasks, each with 100 ml of vinegar Two pre-measured quantities of baking soda (1½ tsp and ½ tsp) Two balloons Funnel Safety glasses (one per student)

Procedure 1) Be sure that everyone in the group is wearing safety glasses. 2) Attach the balloon opening to the funnel and use the funnel to add the smaller amount (½ tsp) of baking soda to the balloon. 3) Without allowing the baking soda to fall into the flask, attach the balloon to the flask with the vinegar. 4) Once the balloon is firmly attached to the flask, lift the balloon so the baking soda empties in to the flask. 5) Observe what happens and touch the balloon to see if it feels warm or cold. Record your observations on your record sheet. 6) Repeat the procedure with a new balloon, vinegar flask, and the larger amount of baking soda (1½ tsp).

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Transformation Station Student Record Sheets Name:

Light Up My Life Number of Cranks

Amount of Time Light Remains Lit (Seconds)

1 2 3 4 5 6

What happens when you crank the flashlight more? Why do you think this is? What energy transformations do you think are happening here (hint: the flashlight has a battery inside it)?

Transformation Station Student Record Sheets Name:

Making Music 1)

What did you see when you wound the music box?

2) How do you think that what you see inside the music box creates sound (hint: think about what happens to the surface of a drum when you hit it)? 3)

How do you think that your straw instrument makes sound? How is that the same as the way the music box makes sound?

4)

What energy transformations do you think are happening?

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Transformation Station Student Record Sheets Name:

Sand Shakers 1)

State your hypothesis—what do you think will happen when you shake the two containers? Will it be different or the same for the two containers?

2) Record your data:

Quantity Beginning End Change in Beginning End Change in of Sand in Temperature Temperature Temperature Temperature Temperature Temperature Container Trial 1 Trial 1 Trial 1 Trial 2 Trial 2 Trial 2 Full Not Full

3)

Was your hypothesis correct?

4)

What energy transformations do you think are happening?

Transformation Station Student Record Sheets Name:

Blow It Up! 1)

What happened when you put the first amount of baking soda into the balloon?

2) Touch the balloon. Does it feel warm or cold? Why do you think this might be? 3)

What happened when you put the second amount of baking soda into the balloon? Was it different than the first amount of baking soda?

4)

What energy transformations do you think are happening in the reaction?

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LESSON PLAN #3—TRANSPORTATION—MOTORSPORTS Lesson Title: Materials Matter Lesson Summary This lesson introduces the role of materials in energy transformations and in car design. Students will investigate the Law of Conservation of Energy and the effect of materials in energy transformations in the Ball Drop activity and will calculate gravitational potential energy. A discussion of the different materials and their performance in the Ball Drop activity serves to segue into a discussion of materials used in car design. If student design teams for the X-Challenge have not already been formed, teams should be chosen during this lesson. Student design teams will investigate the various materials used in IndyCar racecars and the effect of those materials on car performance. Design teams will present their findings to the class. The design team research project will be an opportunity to discuss roles of team members, using the various members of a racing team to illustrate the division of duties and collaboration that occurs in successful teams.

Essential Question(s) • • •

What effect do position and weight have on gravitational potential energy? What energy transformations can we observe and how can we account for the Law of Conservation of Energy? How can we work effectively as a team to accomplish a goal?

Established Goals/Objectives • • • • • • • •

Students will understand and observe the Law of Conservation of Energy. Students will understand the relationship of position and weight in gravitational potential energy and make appropriate calculations. Students will understand qualitatively the role of materials in elastic potential energy. Students will construct bar graphs using the results from their Ball Drop investigation. Students will understand that materials have different properties and observe the effect of materials on energy transformations. Students will understand the various roles of race team members and apply that understanding to their own teamwork. Student teams will investigate racecar materials and their effect on car performance. Student teams will present findings.

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Time required: Two classes

Necessary Materials Introductory Activity:

Ball Drop Activity:

• One rubber ball (basketball) • One foam ball • Audiovisual equipment (Internet access)

• Three balls per student group (golf ball, tennis ball, rubber ball) • One scale or balance per student group • Two meter sticks per student group • One chair per student group • Calculators (one per student) • Student Internet access (energy calculator and graphing)

Driving in a Material World Group Research Project: • Internet access • Audiovisual equipment for presentations

Teacher Background Information The Law of Conservation of Energy states that energy cannot be created or destroyed, but can be transformed. In the case of dropping a ball, you transfer energy from your muscles to the ball when you lift it, giving it gravitational potential energy, or the energy gained by an object as its height increases. After you drop the ball, its gravitational potential energy is converted to kinetic energy, which will continue to increase until the ball hits a surface, at which point the kinetic energy is transformed into other forms of energy (some into sound, some thermal from friction, some elastic potential energy from the deformation of the

TABLE A.1.9 Key Vocabulary—Lesson Three

Key Vocabulary

Definition

Law of Conservation of Energy

Energy can be neither created nor destroyed; instead it is transformed from one form to another.

Elastic Potential Energy

Energy stored as the deformation of an elastic object such as a spring or an elastomer.

Gravitational Potential Energy

The energy an object possesses because of its position in the gravitational field (i.e. its height). Calculated as GPE = m × g × h where m = mass in kg, g = acceleration of gravity (9.8 N/kg), and h = height in m.

Materials Science

A field that deals with the discovery and design of material.

Rebound

To bounce or spring back from force of impact.

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ball when it hits the ground). The elastic potential energy is the reason that the ball bounces or rebounds. This is an example of an inelastic collision, in which part of the kinetic energy changes to another form of energy after a collision. A car crash is an example of an inelastic collision since when cars collide, the kinetic energy transfers to sound, thermal energy, and the mechanical energy that causes the cars to change shape. Body materials for racecars are chosen with weight and safety considerations. In their materials research, students may find references to carbon fibers, aluminum, and reinforcing materials such as Zylon. They should make the connection that the weight of body materials affects car performance (speed) and safety.

Lesson Preparation • • • • •

Assemble materials for introductory activity (one rubber ball, one foam ball), Prepare Ball Drop activity materials, Ball Drop Worksheets (one per student), Design journal reflection sheets (one per student), Collaboration rubrics (one per student, optional).

Learning Plan Components Introductory Activity/Engagement Science Cass Introduce the class with the video of the racecar tire bouncing: www.youtube. com/watch?v=3tMJ8U-2ZMU. Ask students what energy transformations they see. Ask them what happens to the energy in the tire. Introduce the Law of Conservation of Energy. Refer to the Energy Flows worksheet from the last lesson and ask if there was more or less energy in the energy inputs (right side) than the energy outputs (left side) (if all energy outputs are accounted for they should be equal). If students feel that the two sides don’t balance, what do they think happened to the extra energy? Have two students bounce a rubber ball (basketball, etc.) to each other. Have students diagram the trajectory of the ball they see and work as a class to label the energy transformations they see including gravitational potential energy, elastic potential energy, thermal energy, sound energy, and kinetic energy. Now repeat the ball bouncing activity with a foam ball. Ask students what they observe about the differences in how the two balls behave. Introduce the idea that different materials have different properties and that this is important in designing products, including cars.

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Activity/Investigation Science Class 1) Ball Drop Activity Students will investigate the Law of Conservation of Energy and calculate gravitational potential energy (GPE) of various balls to investigate the effect of the ball’s weight and position on its GPE and the effect of its material on its elastic energy (see Ball Drop activity student worksheets at the end of this lesson). Materials: three balls per student group (about four students): golf, tennis, and rubber ball; scales on which to measure ball weights in grams; two meter sticks per group; one chair per group (to stand on for 200 cm drop); Ball Drop activity lab sheet (included at the end of this lesson). Give each group three balls: a golf ball, a tennis ball, and a rubber ball. Allow students to ‘experiment’ with bouncing each ball for one minute. Remind students that this is a ball drop activity and that they should drop rather than throw the ball. Each student group will set up a testing station to investigate rebound heights. This will require attaching a meter stick to a vertical surface (i.e. a wall) at the approximate point of rebound for the balls. Students should first weigh each of the three balls and record their weights on their lab record sheet (they will use these to calculate GPE for each ball at each height). Students will then drop each type of ball four times from 100 cm and then 200 cm and measure the rebound heights (for first rebound) using a meter stick. Students should also observe how many times the ball bounces. These results should be recorded on the lab record sheet. After the trials for each ball are completed, students should calculate the average heights of the first rebound for each ball and the average number of rebounds. Students should graph their results on a bar graph (one bar graph for each drop height). To extend this activity, students may also calculate GPE for each ball from each height (GPE = mass (in kg) × gravity (9.8 N/kg) × height (in meters)). Hold a class discussion about how the different materials behaved and why they might act differently. Use this as a transition to have students think about why racecars are made of specific materials.

2) Driving in a Material World Show students a picture of an IndyCar. Ask them to observe what kinds of materials they see in the car. Tell students that their first design team task will be to research materials used in racecars. Each team will be assigned a materials topic to research (body materials, tire materials, materials for safety, engine materials).

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Teams will make a five-minute multimedia presentation for the class at the end of the lesson. This should include: • • • •

factual information; history; pictures/videos; oral narration.

Ask them how they think that their team (of four to six students) will work together to finish this project and their design challenge. Team members should decide on roles (i.e. research facts, research history, find pictures/videos, create PowerPoint, act as narrator, etc.). After Ball Drop data analysis and materials presentations are complete, students can make a Design Journal entry using the ‘Design Journal Reflection’ sheet to relate the findings to their X-Challenge design. Mathematics connections: Calculate fuel usage in a typical IndyCar race and compare this to data on public transportation and personal transportation. Students will also work on unit conversions. Finally, students can determine if the purchase price of a hybrid vehicle is warranted—meaning will the consumer come out ahead on gasoline savings after the initial cost of ownership difference is negated? ELA connections: In language arts, students will conduct research on the pros and cons on the use of seatbelts and airbags in personal vehicles and will develop a public service announcement (PSA) targeting adolescents with their desired messaging regarding the use. Social Studies connections: Civics—discuss government role in safety (seatbelt, child seat laws) and safety innovations that come from racecars.

Explain Science Class • • •

Law of Conservation of Energy Gravitational Potential Energy Elastic Potential Energy

Unit conversions (cm to m; g to kg)

Extend/Apply Knowledge Science Class Apply findings from Ball Drop and Material World activities to design challenge via Design Journal reflection.

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Assessment Performance tasks: • • •

Completion of Ball Drop activity, Ball Drop worksheet (make three copies for the three trials per group), Design journal reflection entries.

Other measures: •

Observation of participation/collaboration in materials research project (collaboration rubric attached at the end of this lesson).

Internet Resources Racecar tire bouncing video: www.youtube.com/watch?v=3tMJ8U-2ZMU Energy Calculator web tool: http://easycalculation.com/physics/classical-physics/potentialenergy.php Graphing web tool: http://nces.ed.gov/nceskids/createagraph/default.aspx

Ball Drop Worksheet Name: Procedure: 1) Weigh each of the three balls and record their weights (in grams). 2) Designate one person to drop the ball, one person to hold the meter stick vertically to measure rebound height, one person to observe the rebound height, and one person to observe the number of bounces. 3) Measure 100 cm from the floor. 4) Hold ball #1 at 100 cm and drop it (NOTE: be sure to drop, not throw the ball). 5) Observe the height of the first rebound (or how high it bounces) in cm and the number of bounces before the ball comes to a rest. Record this. 6) Repeat for four trials. 7) Switch roles (choose a new person to drop the ball, a new person to hold the meter stick, etc.). 8) Measure 200 cm from the floor. 9) Repeat procedure for four trials from this height. 10) Repeat procedure for the other ball materials. 11) Calculate average rebound heights and numbers of bounces. 12) Construct a bar graph for each ball material at each drop height.

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BALL # Material/type of ball:

Trial #

Mass of ball:

100 cm Drop Height

200 cm Drop Height

Rebound Height Number of (cm) Bounces

Rebound Height Number of (cm) Bounces

1 2 3 4 Total of all trials Average (Total/4)

Design Journal Reflection Template Name

Date:

Name of activity/idea:

Summary of findings:

Ref lection (for example, “I was surprised when . . .”, or, “I wonder what would happen if . . .”):

Connection to design challenge (for example, “Car tires are made of a material similar to rubber bands. The findings from this activity make me think that we should think about when we design our prototype.”):

Any other thoughts, ideas, or sketches (this is a space for you to include anything else you might be thinking about that will relate to your prototype design):

• Student helps the team solve problems and manage conflicts • Student makes discussions effective by clearly expressing ideas, posing questions, and responding thoughtfully to team members’ questions and perspectives • Student gives useful feedback to others so they can improve their work • Student volunteers to help others if needed • Student is consistently polite and respectful to other team members • Student consistently acknowledges and respects others’ ideas and perspectives

• Student is usually prepared • Student sometimes communicates with team members and manages tasks as agreed upon by the team, but not consistently • Student completes or participates in some project tasks but needs to be reminded • Student completes most tasks on time • Student sometimes uses feedback from others to improve work • Student cooperates with the team but may not actively help solve problems • Student sometimes expresses ideas, poses relevant questions, elaborates in response to questions, and participates in group discussions • Student provides some feedback to team members • Student sometimes volunteers to help others

• Student is unprepared • Student does not communicate with team members and does not manage tasks as agreed upon by the team • Student does not complete or participate in project tasks • Student does not complete tasks on time • Student does not use feedback from others to improve work

• Student does not help the team solve problems; may interfere with teamwork • Student does not express ideas clearly, pose relevant questions, or participate in group discussions • Student does not give useful feedback to other team members • Student does not volunteer to help others when needed

• Student is impolite or disrespectful • Student is usually polite and to other team members respectful to other team members • Student does not acknowledge • Student usually acknowledges and or respect others’ ideas and respects others’ ideas and perspectives perspectives

Individual Accountability

Team Participation

Professionalism and Respect for Team Members

• Student is consistently prepared • Student consistently communicates with team members and manages tasks as agreed upon by the team; student discusses and reflects on ideas with the team • Student completes or participates in project tasks without being reminded • Student completes tasks on time • Student uses feedback from others to improve work

Approaching Standard (4–7)

Below Standard (0–3)

Individual Performance Meets or Exceeds Standard (8–10)

Team Name:

Student Name:

Collaboration Rubric (30 points)

Student Score

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LESSON PLAN #4—TRANSPORTATION—MOTORSPORTS Lesson Title: Stretching It Lesson Summary This lesson will focus on elastic potential energy and will build on students’ understanding of the role of materials in design by focusing on the role of elastomers in racecar design and performance. A demonstration with a rubber band testing stand will introduce the concept that the amount of energy stored in an elastomer changes as force is applied to it. Students will conduct an inquiry, Rubber Band Shooters, into how the amount of stretch and width of rubber bands affects potential and kinetic energy and will graph results. Connections to racecar tires and tire manufacturing will be made through video clips and discussion.

Essential Question(s) • •

What affects the amount of energy stored in an elastomer? How are properties of elastomers used in racecar tire design and manufacturing and how do these properties affect performance?

Established Goals/Objectives • • • • • •

Students will observe and investigate the properties of elastomers and elastic potential energy. Students will understand the concept of thermal energy. Students will be able to use their understanding of elastomers to discuss the properties and performance of racecar tires. Students will discuss the technology and careers associated with tire manufacturing in Indiana. Students will understand and discuss how the properties of elastomers affect tire design and racecar performance. Students will create line graphs using the results of their inquiry.

Time required: Two classes

Necessary Materials Introductory Activity: • Audiovisual equipment (Internet access)

Rubber Band Testing: • Testing stand • Milk jug

Appendix A

• Slinky • Spring • Snake-in-a-can Rubber Band Testing: • One ruler per group • One meter stick per group • Masking tape or chalk to mark ground • Calculators • Internet access (optional for graphing

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• • • • •

Sand Paper funnel Various width rubber bands Calculators Internet access (optional for graphing) • Three (6.5–7.5-cm-long) rubber bands per group, one each of the following widths: 1 mm, 3 mm, 6 mm Heat It Up (optional): • Rubber band testing stand • Heat lamp • Thermometer • Masking tape • Duct tape • Push pin • Ice cube

Teacher Background Information Elastomer is simply an umbrella term for the family of materials commonly referred to as rubbers. The word elastomer is derived from ‘elastic polymers,’ reflecting that they are composed of long chainlike molecules, or polymers, that can recover their shape after being stretched. Under normal conditions the chains of molecules are coiled, but straighten out when the material is stretched. When releasing the stretch, the molecules spontaneously return to their coiled shape (the ‘snap’ of a rubber band).

TABLE A.1.10 Key Vocabulary—Lesson Four

Key Vocabulary

Definition

Elastomer

A natural or synthetic material that has elastic properties.

Elastic Potential Energy

Potential energy stored as a result of deforming an elastic object, such as stretching a spring; equal to the work done to deform the object.

Thermal Energy

Energy possessed by an object or a system due to the movement of particles within the object or system; a type of kinetic energy.

Force

Any influence that changes the motion of an object.

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Most rubber bands are manufactured using natural rubber because of its superior elasticity. Natural rubber is obtained by tapping the bark of the rubber tree to extrude latex, which hardens and becomes elastic when exposed to air. Temperature changes affect elastomers in an unexpected way. When a rubber band is heated it contracts and expands when cooled. This property has to do with the properties of entropy and the fact that the molecules are coiled in the ‘resting’ state of a rubber band. For an explanation of these properties, see www. physlink.com/education/askexperts/ae478.cfm. Racecar tires are the most obvious use of elastomers in their design. These tires typically contain more synthetic elastomers than natural rubber (approximately 65 percent synthetic on average). Reinforcing materials such as carbon black and silica are also added to the elastomeric makeup of tires. The major difference between racecar and passenger car tires is that they are made with efficiency—moving as quickly as possible without sticking too much to the road—as the primary goal. Therefore the tires are soft so that they grip the road, but have no treads. Because the tires are soft, the material needs support from the rubber around it, which is part of the reason that racecar tires have no treads. If there were treads, the grooves would allow the soft rubber to move too much and it would overheat. When tires overheat, the properties of the rubber change and the tire becomes oily resulting in potential slippage. Tire manufacturing is an example of advanced manufacturing—manufacturing that uses highly technical processes and employs technically skilled people in a variety of roles. For an overview of the racecar tire manufacturing process, visit Hoosier Racing Tire’s description of their manufacturing process at www. hoosiertire.com/index.htm. Students may be familiar with the image of racecars weaving when they are in warm-up laps. This weaving action allows the tires to warm up for maximum grip, since the tire becomes literally sticky when it warms. In drag racing, on the other hand, there is not typically time or space for warm-up laps, so a solvent is poured on the asphalt and the drivers spin the rear wheels in it to heat their tires for maximum grip at the start of the race. Elastomers are used in other facets of automotive manufacturing as well. They are increasingly being used to make lightweight auto body components and are used in various seals and gaskets, engine and transmission mounts, and brakes. Many of these are manufactured using an injection molding process in which the heated material is injected into a mold where it cools and hardens into the shape of the mold. This lesson will connect to product (tire) quality control in the Rubber Band Testing stand demonstration. Details about how Bridgestone Tires quality tests its products can be found at www.bridgestonetrucktires.com/us_eng/real/magazines/ bestof3/speced3_quality_control.asp.

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Lesson Preparation •

• • • •

Assemble Rubber Band Testing stand:   Cut a 2" × 4" to between 3 and 4 ft in length, making sure both ends are square.   Make base that is approximately 10" × 12" from ¾ plywood or from 2" × 10".   Screw 2" × 4" to base.   Cut top piece from 1" × 4" that is approximately 8" long and screw to top of 2" × 4".   Drill hole in top piece at least 5" from the front of the 2" × 4".   Get an empty ½ gal. milk jug and large rubber band.   Insert rubber band through milk jug handle and then loop rubber band through itself and pull tight.   Attach free end of rubber band to the hook on the stand.   Take a sheet of paper and make a filling cone. Make sure the end of the cone can fit into the opening on the ½ gal. milk jug. Tape or staple the cone into its final shape. Make paper funnel. Prepare Rubber Band Shooter activity supplies. Prepare Testing It worksheets. Prepare Rubber Band Shooters worksheets.

Learning Plan Components Introductory Activity/Engagement Remind students of the importance of materials they investigated in the last lesson. Show Anatomy of a Pit Stop graphic (from Lesson 3) and ask what part of the car gets the most attention during a pit stop (tires). Ask students to recall what tires are made of (rubber/elastomers). How do they think tires are made? Show video of tire manufacturing: www.youtube.com/watch?v=0BSgWKLkv9o. Ask students if this was what they expected a tire factory to look like? What kinds of jobs did they see people doing? Introduce the idea that advanced manufacturing requires people with all kinds of technical skills, including computer programming, robotics, and the skills to operate hightech equipment. Ask students what properties they think are important for manufacturers to consider when producing racecar tires (speed, safety, wear, etc.). Ask the students to recall the definition of elastic potential energy (potential energy stored by deforming an elastic object). Ask students to brainstorm some items that have elastic potential energy (rubber band, balls, tires, springs).

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Demonstrate with a slinky, a spring, and a ‘snake-in-a-can.’ Ask what happens to the elastic potential energy in each case. Elastic potential is converted to kinetic energy; ask students to indicate what type of kinetic energy (mechanical, sound, small amount of heat). Tell students that they will investigate the relationship between elastic potential energy and kinetic energy using rubber bands. Tell students that they will be considering the properties of elastomers in this lesson—the same properties that tire manufacturers and racecar teams need to consider when manufacturing and using tires.

Activity/Investigation Students will observe and investigate the properties of elastomers and potential to kinetic energy transformations through a series of observations and activities.

1) Rubber Band Testing Stand Introduce the idea of quality control—which products need to be tested to ensure that they meet quality standards. Ask where this might be a part of the EDP (test/evaluate and redesign). Ask students why this is important (safety, quality of product, manufacturer reputation). Ask them why this might be important for a product such as a tire (potential for blowouts, accidents, etc.). Tire manufacturers, as well as other types of manufacturers, test a sample of their products—that means that they choose some tires at random as they come off the assembly line and test them to be sure that they are of good quality. They do this in two ways: non-destructive and destructive tests. Ask students what they think the difference is. Ask them to name some non-destructive tests for tires (x-rays, weight, visual inspections); and some destructive tests (tire is cut into pieces so they can be looked at microscopically to make sure the components are the correct size, shape, and position within the tire; tire is punctured to determine resistance to damage; performance testing—tires are mounted on wheels and they spin against a surface for hours). Tell students that the class as a group will be testing rubber bands to see how much work can be done to a rubber band. Show students the testing stand. Tell students how much one cup of sand weighs (356 grams). Start with a thin rubber band. Ask them how many cups they think they can put into the milk jug before the rubber band will break. Ask them if this is destructive or non-destructive testing. Attach the rubber band onto the testing stand and onto the handle of the milk jug. Use the filling cone to add sand by one cup (or increments of one cup with students calculating weights). Measure how much the band stretches with each added increment of weight.

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Record the length and change in weights in a chart visible to the class and have students enter into their Testing It worksheets. Ask students what kind of energy the rubber band has (potential). When the band breaks, ask what kind of energy the band had (mechanical). Point out that before the band broke it was storing mechanical energy—that was its potential energy. Ask students how this would be useful to a manufacturer who wanted to know if the rubber band was strong enough for a certain task. How would they express that? Remind them of their calculations for gravitational potential energy (GPE) in the last lesson. Ask how they might calculate the energy that was stored in the rubber band before it broke? [Stored energy = force x change in length where the force is the weight applied to the rubber band. So, elastic potential energy = change in length x weight applied.] Calculate the stored energy for the first band (using the highest weight before the band broke) as a class. Students will record this on their Test It worksheet. Repeat with various width rubber bands—ask students to predict what they think will happen with thicker rubber bands and to guess what weights they will hold. Record the weights and length changes on a class chart as you go. Have students work in pairs to calculate the stored energy for each band and graph this data (using stored energy on the x-axis and change in length on the y-axis). This will be most effective if all band sizes are plotted on one graph. An option is to use a graphing web tool such as Graphing web tool: http://nces. ed.gov/nceskids/createagraph/default.aspx. Ask students what they observe from their graphs (most energy is stored when the rubber band is highly stretched; wider bands can store more energy without breaking, etc.). Students will reflect on this demonstration along with the following activities in their design journals at the end of the lesson.

2) Rubber Band Shooters [This activity requires an open space for students to shoot rubber bands approximately 10 meters; this space should be marked in increments of 1 m for each group using sidewalk chalk if outside, masking tape if inside.] Remind students that the vehicles they design will be powered by energy transformations. The last activity observed mostly energy being stored as potential energy. Now, they will observe that energy being converted into kinetic energy. Remind students that they observed gravitational potential energy (related to the height of the object off the ground) in the Ball Drop activity. Now they will observe elastic potential energy. Ask students if they have shot a rubber band. How does the band generate energy? Point out that they are doing work on the band, providing the energy to the band that is then converted to kinetic energy when released.

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Explain the procedure to students and ask them what they think will happen with thicker rubber bands—will they travel farther, not as far, or the same length? Why do they think that? Procedure (see Rubber Band Shooters procedure sheet and worksheet): • Students should work in groups of four. • Each group will have three rubber bands of similar length (6½ − 7½ cm) and varying widths (1 mm, 3 mm, 6 mm). • Each group will have a ruler with cm markings, a meter stick, and a level surface from which to shoot their rubber bands (optional if outside, but without a surface students should take care to hold their ruler shooter level and at about the same height for each trial). • Groups will mark off 10 meters in increments of 1 meter (marking each meter with sidewalk chalk or masking tape). • Students will pull each of their rubber bands back to three lengths (10 cm, 15 cm, 20 cm) and ‘shoot’ their rubber bands, conducting four trials for each of the three pull lengths. After each trial they will measure the distance traveled and record on their Stretching It worksheet. They will repeat this for each of the three widths of rubber bands (students should take care to keep their ruler shooters level and at the same distance from the ground for each trial). • After they have completed their trials, students will compute average distance traveled for each of the trials. • Students will construct either a line graph (preferably on one graph) for the amount of stretch (on x-axis) and distance traveled (on y-axis) for each rubber band. Option: students can use a web graphing tool such as the NCES kids’ graphing tool at http://nces.ed.gov/nceskids/createagraph/default.aspx.

Explain Science Class • • •

Elastomers Elastic Potential Energy Thermal Energy

Mathematics connections: • Mean/average • Types of graphs and graphical representations of data Social Studies connections: Biodegradability of plastics and recycling; History: Space Shuttle Challenger and O-rings

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Extend/Apply Knowledge Science Class Students may complete Design Journal reflections based upon their activities in this lesson. They will consider what implications the properties of elastomers and the energy conversions they observed have for their car designs. Mathematics connections: Students will calculate standard deviations for their Rubber Band Shooters data. ELA connections: Student teams will research the use of plastics in toothpaste (or other unusual uses of materials for the benefit of society) and discuss in the larger groups. Student groups will develop position papers that will be shared with the community based upon their findings. Social Studies connections: Students can apply their understanding of the thermal properties of elastomers to their understanding of the cause of the Space Shuttle Challenger disaster (historical event).

Assessment Performance tasks: • • •

Test It Chart—project on overhead for students to copy in their journal; Rubber Band Shooters Worksheet; Design Journal reflection entries.

Internet Resources Explanation of rubber band properties: www.physlink.com/education/askexperts/ae478. cfm Tire manufacturing video: www.youtube.com/watch?v=0BSgWKLkv9o Hoosier Tire Manufacturing Process: www.hoosiertire.com/index.htm Graphing web tool: http://nces.ed.gov/nceskids/createagraph/default.aspx

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Testing It Worksheet Name: Rubber Band # # Cups of Sand

, Width

Weight of Sand Length of Change in Length (# cups× 367 Rubber Band ( final length— grams) original length)

mm Energy (weight × change in length)

Rubber Band Shooters Worksheet Name: Procedure: 1) 2) 3) 4) 5) 6) 7)

Mark your starting spot for shooting your rubber bands. Place a mark (chalk or masking tape) every 1 meter from your starting spot for 10 meters. Record the width (in mm) of your first rubber band. Place your ruler on a flat surface if possible, or be sure that your ruler is parallel to the ground. Place the rubber band around the end of your ruler and pull it back to a stretch of 10 cm. Release the rubber band. Measure the distance traveled using your marks and your meter stick. Record the distance in the table.

Appendix A

8) 9) 10) 11) 12) 13)

283

Repeat for three more trials (NOTE: be sure to keep your shooter level and at the same distance from the ground for each trial). Pull the rubber band back to a distance of 15 cm and repeat for four trials. Pull the rubber band back to a distance of 20 cm and repeat for four trials. Repeat procedure for the other two widths of rubber bands. After all trials are complete, compute the average distance the rubber bands traveled for each trial. Construct a line graph for the amount of stretch (on x-axis) and distance traveled (on y-axis) for each rubber band (plot on same graph). Rubber Band #

Trial

Distance Traveled 10 cm stretch

, Width:

15 cm stretch

mm

20 cm stretch

1 2 3 4 Total Average (Total ÷ 4)

LESSON PLAN #5—TRANSPORTATION—MOTORSPORTS Lesson Title: Rubber Band Racers Lesson Summary This lesson will build upon students’ understanding of the effect of stretching an elastomer on its potential energy and will introduce the concept of speed. Student design teams will construct a rubber band racer using a set of simple materials and the EDP. Students will calculate the speed of their racers and teams will participate in a race. Students will reflect on design features that enhanced or detracted from the performance of the various teams’ racers. Students will reflect on the role of the materials in their racer and consider what materials might have

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made their car perform better. Student design teams will begin to draft an ideal materials list for their X-Challenge car designs.

Essential Question(s) •

How does car design affect speed?

Established Goals/Objectives • • • • •

Students will be able to state the definition of speed. Students will be able to calculate speed. Students will understand the relationship between potential energy and speed. Student teams will design and build a vehicle powered by rubber bands. Students will be able to relate their findings from building a rubber band car to their X-Challenge design challenge.

Time required: Two classes

Necessary Materials Introductory Activity: • Audiovisual equipment (Internet access) Speedy Olympics: • Stopwatch (one per each group of four students) Rubber Band Racers: • Engineer It! worksheets (one per student) • Rubber Band Racers challenge description (one per student) • Extra washers to add weight to cars

For Each Design Team: • Four CDs • Four plastic plates (small) • Six rubber bands (various widths) • Four unsharpened pencils (or wooden dowels)—be sure that the pencils or dowels fit inside of the straws and can turn freely • Four drinking straws • Five metal paper clips • One piece of corrugated cardboard (about 8" × 8") • One piece of foam board (about 8" × 8") • Four metal washers (¼ inch) • Ten craft sticks • Scissors • One roll masking tape • Meter stick • Stopwatch

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TABLE A.1.11 Key Vocabulary—Lesson Five

Key Vocabulary

Definition

Speed

The path covered by an object over an amount of time. Speed = Distance/Time. Does not depend on the direction of travel.

Velocity

The change in position (or displacement) of an object over an amount of time. Depends on the direction of travel. Velocity = Displacement/Time.

Teacher Background Information In this lesson you will introduce students to the concept of speed. Speed is a scalar quantity described as a magnitude regardless of direction that represents how much distance was covered during a specified amount of time. Average speed = total distance/time. Students will understand the concept of speed based upon a car speedometer. Be sure not to interchange the terms speed and velocity, however. Velocity is a vector quantity (depends on magnitude and direction) that measures total displacement. Average velocity = displacement/time. This distinction is important in considering motorsports since races are often conducted on a circular track, meaning that if a car begins and ends at the same spot, its average velocity is 0 although its speed may be nearing 200 mph! You may wish to introduce the concept of velocity to your students. For a more complete description of this distinction (along with a video), see: http://education-portal.com/academy/lesson/speed-and-velocity-differenceand-examples.html#lesson. You may wish to review some designs for rubber band cars before the students create their Rubber Band Racers. There are numerous videos online, including: www.youtube.com/watch?v=v3pbVAYkGf0.

Lesson Preparation • • •

Prepare Rubber Band Racers Challenge description. Prepare Engineer It! worksheets. Assemble Rubber Band Racer ‘kits’ with sets of supplies for each design team.

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Learning Plan Components Introductory Activity/Engagement Science Class Begin the lesson with asking students how the winner of an IndyCar race is determined (the fastest). Ask them how much time difference they think there usually is between the first and second finishers (can be seconds or tenths of seconds). Ask them to guess what the time difference was in the closest IndyCar race ever. To answer, show video of top ten closest IndyCar races in history: www.youtube.com/watch?v=HI8MnBrUdhE. Ask students what speed is. Guide students to an understanding that speed is distance traveled in a certain amount of time and can be calculated as Speed = Distance/Time. Emphasize the importance of units in speed. Introduce the technology behind race timing using the diagram from the IndyCar Fan Info page to emphasize how important it is to measure speed to very precise standards. Tell students that in this lesson they are going to create rubber band vehicles that can go as fast as possible and measure the speed of rubber band vehicles they create.

Activity/Investigation Science Class 1) Speedy Olympics Divide students into groups and assign each an activity to do ‘the fastest’ (for example running, doing jumping jacks, pushing an eraser with their noses, doing push ups, bouncing a ball, crawling). Provide each team with a stopwatch. Have the teams practice with some members doing the activity and some timing/measuring (or counting repetitions in a given time). After they’ve practiced for 5–10 minutes, have each group present their ‘Speedy Olympic’ skill and time or measure the results (i.e. distance/time or repetitions/time). Enter this onto a class data table. Ask students for those activities they can calculate speed and for those they cannot (they cannot calculate speed for jumping jacks or push ups because there is no distance involved). Ask student groups to calculate speed for the activities involving distance and share answers as a class. Discuss the importance of units (i.e. steps per minute or feet traveled per five seconds). 2) Rubber Band Racers Have students brainstorm about what factors affect speed in a racecar. Compile a class list.

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Introduce the activity by telling students that their design teams are going to have a chance to practice designing a car. They will be given only limited materials to use and only the remainder of this class period and the first half of the next class meeting to complete their cars. This means that they will need to use the EDP strategically. Ask students to name the steps in the EDP. Distribute Engineer It! worksheets and the Rubber Band Racers project description. Each design team should receive the following materials: • • • • • • • • • • • • • •

Four CDs Six plastic plates (small) Six rubber bands (various widths) Four unsharpened pencils or wooden dowels Four drinking straws Five metal paper clips One piece of corrugated cardboard (about 8" × 8") One piece of foam board (about 8" × 8") Four metal washers (¼ inch) Ten craft sticks Scissors One roll masking tape Meter stick Stopwatch

Students should use Engineer It! worksheets to organize their work. The constraints are as follows: • • • • • • •

The car can be powered by no more than three rubber bands. It must travel at least 3 meters. The car may not be propelled by human inputs (pushing). Rubber bands may not be used to ‘slingshot’ the car. Only the materials provided can be used in the construction of the car. The car must have at least three wheels. They have only 50 minutes to design, build, and test their vehicles.

Watch for teams that are having difficulty in designing their car and be prepared to ask them guiding questions such as: “How could you attach your axle (pencil) to the car so that your axle can still turn freely?” (bend paperclips around the axle or put the axle inside the straw). After the designated amount of time, each team should post its average speed and distance traveled (based upon three trials). Students may need a reminder of how to convert meters to centimeters. You may have students ‘compete’ in a race to determine which car is the fastest.

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After the fastest car has been identified, tape four metal washers to the back of the car and retime the trial. Add four more washers and time again. Ask students to reflect on how the extra weight affected the speed. Mathematics connections: Unit conversions, meters to centimeters, algebra, speed calculations. ELA connections: Student groups will research state mandated speed limits in at least four states across the U.S. and develop a risk/benefit analysis related to higher speed limits and travel. Social Studies connections: Students will examine the geography, industry, population, accident, and commerce in their four assigned states and use this data to make conclusions about the speed limits related to quality of life.

Explain Science Class Introduce the concepts of speed and velocity and the difference between the two. You may need to introduce the concept of axles before the rubber band racer activity. Students should understand that axles in cars are steel rods that connect the tires to the car and turn the wheels when the driver accelerates. Axles hold the majority of the weight of the car and are a critical component in its design.

Extend/Apply Knowledge Science Class Based upon their experiences building the rubber band racer, design teams should begin to compile a list of materials they think would be useful in constructing their prototype car for the X-Challenge. This can be done in individual design teams or as a whole-class brainstorming session. Compile a list of student ideas and ask students to discuss the rationale behind material choices. Students should complete a Design Journal reflection based upon this lesson. Mathematics connections: Extend understanding of unit conversion to English measurement system/metric system conversions (for example miles per hour to kilometers per hour). ELA connections: Students research the history of the English and metric measurement systems and write a composition comparing the two systems, their histories, current-day use, and their opinion about which is the more efficient system to use. Social Studies connections: Discuss the development of the automobile and how the innovations associated with automotive technology (safety,

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efficiency, speed, development of interstate highway systems, etc.) have influenced society.

Assessment Performance tasks: • Completion of Rubber Band Racers, • Engineer It! worksheets, • Design Journal reflections.

Internet Resources Speed versus velocity (for teacher reference: portions of this explanation/video contain discussions of scalar versus vector measurements): http://education-portal.com/academy/ lesson/speed-and-velocity-difference-and-examples.html#lesson. Information on IndyCar timing/speed calculations: www.indycar.com/Fan-Info/ INDYCAR-101/Understanding-The-Sport/Timing-and-Scoring. Sample design for rubber band car (for teacher reference: note that students may create alternative designs—if the car works, there is no right or wrong design!): www.youtube. com/watch?v=v3pbVAYkGf0 Video of top ten closest IndyCar finishes: www.youtube.com/watch?v=HI8MnBrUdhE.

Rubber Band Racers Design Challenge In this activity your design team will be challenged to create a rubber band powered car using the provided set of materials. Your objective is to create a car that travels the greatest distance in the shortest time. The rules for this challenge are: • • • • • • •

The car can be powered by no more than three rubber bands. It must travel at least 3 meters (How many centimeters is that?). The car may not be propelled by human inputs (pushing). Rubber bands may not be used to ‘slingshot’ the car. Only the materials provided can be used in the construction of the car. The meter stick and stopwatch may not be used in the construction. The car must have at least three wheels. You have only 50 minutes to design, build, and test your cars. You must complete three trial runs with your completed design.

Your team should conduct at least three timed trials in the ‘Test and Evaluate’ step of the engineering design process (EDP). You will be racing your car against the other teams’ cars, so your goal is to make your car as fast as possible!

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Record the times for your three trials on your Engineer It! worksheets using a chart like this one: Trial #

Distance Traveled (in centimeters)

Time Elapsed (in seconds)

Speed (cm/second)

1 2 3 Average Speed

LESSON PLAN #6—THE AUTOMOTIVE X-CHALLENGE Lesson Title: Fact or Friction? Lesson Summary This lesson introduces the concept of friction through demonstrations and inquiry activities. The overarching objective is for students to understand friction and the effect of various materials on the amount of friction. A discussion of whether friction is ‘good or bad’ will be followed by an inquiry activity, Frictional Forces, in which students investigate the effects of various ‘roadway’ materials on friction. Connections will be made to racecar tires and racetrack materials (optional). Students will reflect on the role of friction in their X-Challenge car design.

Essential Question(s) • •

What is friction? What effect do various materials have on the amount of friction?

Established Goals/Objectives • • •

Students will have a conceptual understanding of friction. Students will observe the effect of surface materials on friction. Students will research racetrack materials and their effect on friction.

Time required: Two classes

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Necessary Materials: Introductory Activity:

For Each Student Group:

• Audiovisual equipment (Internet access) • 20 ounce plastic bottle (empty) • 1 pound uncooked rice • Pencil • Tennis ball

• • • • • • • • •

Frictional Force: • Frictional Forces worksheet (one per student) • Scale/balance (to measure in grams)

Small box (about 5" × 5") Washers or pennies (100) String (3 feet) Masking tape (one roll) Plastic sandwich bag Six unsharpened pencils Five marbles Five rubber bands Surfaces of different roughness (sandpaper, aluminum foil, wax paper, plastic wrap, non-skid drawer liner)

Teacher Background Information This lesson introduces the concept of friction. Atoms and molecules sliding over each other cause friction. A rough surface produces more friction than a smooth surface, but no matter how smooth a surface appears, it is still ‘rough’ at the atomic level. Friction causes kinetic energy to be converted to thermal energy and therefore some amount of heat is always generated through friction. There are several types of friction, but these fall into two major categories: 1)

Static friction is friction between two items that are not moving (adhesion or electrical friction/static electricity). 2) Kinetic friction is friction between two moving objects (this encompasses rolling friction, sliding friction, and fluid friction). Friction does not depend on the amount of contact surface area of the two bodies or on the relative speed of the two bodies in contact. The major consideration for friction is the type of surface. Students will investigate the effect of various surfaces on kinetic friction in order to gain a qualitative understanding of friction. TABLE A.1.12 Key Vocabulary—Lesson Six

Key Vocabulary

Definition

Forces Friction

Pushes or pulls on an object. The resistance that one surface or object encounters when moving over another; the force that opposes sliding motion.

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Friction is an important factor in racecar design. Tires need enough friction to stay on the track without slipping. However, too much friction will slow the car down. Brake pads need a high amount of friction to stop a car effectively while automakers seek to produce engine pistons with very low friction (see www.caranddriver.com/features/everything-you-ever-wanted-to-know-aboutpistons-feature for an explanation of pistons). Student X-Challenge designs will consider friction primarily in their choice of wheel materials and axle rotation. This lesson is geared toward introducing friction in a qualitative manner and will not introduce the mathematical formulas associated with calculating frictional forces. Although students will not have a choice of road surfaces in their X-Challenge design, they may be interested in the development of the course materials at the Indianapolis Speedway. The original 1909 racing surface was crushed stone sprayed with tar. After the first automobile race (in August, 1909) on the track, management realized that a paved surface was necessary for safety. Later that year, over 3 million paving bricks, each weighing 9.5 pounds, were laid to create a new surface. This led to the track’s nickname, ‘The Brickyard.’ In 1961, the track was resurfaced with asphalt. In 2004, the track was resurfaced with a Steel Slag Stone Mastic Asphalt formula that research showed to be very smooth and very durable (see www.acs.org/content/acs/en/pressroom/newsreleases/2013/september/ indy-500-track-continues-to-foster-better-technology-for-everyday-driving. html for more detailed information).

Lesson Preparation • • • • •

Prepare materials for introductory demonstrations. Prepare Snow Day Friction! worksheets if student group option is chosen. Prepare Fictional Forces worksheets. Prepare Fictional Forces activity materials. Prepare Design Journal reflection worksheets (one per student).

Learning Plan Components Introductory Activity/Engagement Science Class Begin class by asking students if they think that you can pick up 20,000 grains of rice with a pencil. Conduct the following demonstration (Floating Rice): •

Use a funnel to fill a 20-ounce water/soda bottle with rice (you’ll need almost a pound to fill it nearly to the top).

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•

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Have student volunteers put a full-size pencil into the rice bottle and stab it into the bottle continuously. Ask them what happens as they continue to stab the pencil into the rice (gets more difficult to move). Stab the pencil into the rice a few more times (using quick stabs—the goal is for the pencil to get ‘stuck’). At some point you should be able to carefully lift the bottle by just holding the pencil.

Ask the students what they think is happening. Now hold a piece of paper parallel to the ground and drop it. Ask students what is happening. Tell students that what they are seeing is friction at work. Ask students what friction is and develop a definition as a group. (Friction is a force that works in the opposite direction of motion; it is the force two surfaces exert when they rub against each other.) Ask students if friction is good or bad? Roll a tennis ball across the floor and allow it to stop at a point in the middle of the floor (without hitting a wall). Ask students to predict what would happen to the ball if there were no friction. Show video, ‘A World Without Friction’ (www.youtube.com/watch?v= 7EPwwMU94OA) to introduce the concept that there are different types of friction (static and kinetic). Have students brainstorm some examples of each.

Activity/Investigation Science Class Begin the investigation by asking students how friction is important for racecars (tires need to grip the track, but not too much). Ask students what they think is different about racecar tires than regular car tires (racecar tires are ‘slicks’—have no treads). Lead students to an understanding that friction depends on the types of surfaces touching. Introduce the Frictional Forces activity by telling students that they are going to investigate the effects of surfaces on friction. Students are challenged to design a device to measure friction using their understanding of the EDP. The second option will require a longer amount of time and a greater amount of student autonomy. Challenge student design teams to design a friction-testing device. Students will use the Engineer It! worksheets and the EDP to design and build their device. The amount of time you allow for this challenge is up to you, but make sure that students know how much time is available to them. Mathematics connections: Students will construct graphs and make calculations related to friction. ELA connections: Students write a short story based in a world in which there is no friction.

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Social Studies connections: Students will conduct research on how necessary commodities are delivered to Alaska on roads that are frequently covered in ice.

Explain Science Class Forces—students should understand the concept that forces are pushes or pulls on an object and those forces have direction (for instance, gravity has a downward pull). Difference between gravity and friction—students should understand that gravity is always a downward pull; friction always pushes or pulls in the direction opposite of the direction that the object is sliding (or would slide with no friction). Friction always acts parallel to the surfaces in contact. Friction—students will need to understand the concept of friction qualitatively and that friction is a force that is exactly large enough to prevent sliding; if another force is applied that is large enough to overcome friction, the object will slide. Energy transformations and friction—as the forces on an object overcome friction, potential energy is converted to kinetic energy. The force of friction works to convert kinetic energy into thermal energy.

Extend/Apply Knowledge Science Class Students will complete a Design Journal reflection for the X-Challenge based upon their findings from the Frictional Forces activity. Students should concentrate on identifying areas in their car design that might be affected by friction (wheels, axles) and the implications for materials in their car designs. Prompt students to think about the exterior and mechanics of the car (brakes, tires, axles, other rotating parts). As an extension, students may include research on racetrack materials and their effect on friction in their Design Journal reflections. Extend the activity by prompting students to consider the interior of the car and where friction is important (anywhere where driver grip is needed such as steering wheel, gear shifter, accelerator, brake pedal, seat, etc.).

Assessment Performance tasks: • •

Frictional Forces worksheet Design Journal Reflection

Internet Resources A World Without Friction: www.youtube.com/watch?v=VUfqjSeeZng.

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Explanation of engine pistons and friction: www.caranddriver.com/features/everythingyou-ever-wanted-to-know-about-pistons-feature. History of Indianapolis Speedway track material: www.acs.org/content/acs/en/pressroom/ newsreleases/2013/september/indy-500-track-continues-to-foster-better-technologyfor-everyday-driving.html.

Frictional Forces Your design team will take on the role of product designers in auto manufacturing. Car brakes work through friction so it is important to be able to measure friction of different types of brake pads since when the driver presses the brake pedal it is these brake pads that make contact with the brake rotors to make the tires stop turning and stop the car. Your team is responsible for devising a way to measure the kinetic friction of various materials your company is considering using on brake pads. Your design must follow these rules: • • • •

You may use only the materials provided (see materials list). You must have a way to measure the friction of the various materials. You must be able to compare friction between the materials. You must complete your design and record data for each surface material within the time your teacher designates.

Materials List: • • • • • • • • • •

Small box (about 5" × 5") Washers or pennies (100) String (3 feet) Masking tape (one roll) Plastic sandwich bag Six unsharpened pencils Five marbles Five rubber bands Scale/balance (to measure in grams) Surfaces of different roughness: (sandpaper, aluminum foil, wax paper, plastic wrap, non-skid drawer liner)

LESSON PLAN #7—TRANSPORTATION—MOTORSPORTS Lesson Title: Ready, Set, Race: The X-Challenge Lesson Summary This lesson is comprised of the design challenge that students have been working toward in the previous lessons. Using their understanding of the scientific

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concepts and engineering design process (EDP) incorporated in the unit, students will use the EDP to design, build, test, redesign, and present their car designs. Teams will be presented with specific goals for each class period to support their teamwork and use of the EDP. Student teams will choose one motorsports-related topic to research as a group. The lesson will culminate with presentations and a race event.

Essential Question(s) •

How can we use our understanding of energy and forces to design a prototype car powered by energy transformations?

Established Goals/Objectives •

• • •

Students will be able to apply their understanding of science concepts to design and build a prototype car within the specifications and constraints they are given. Students will be able to use the EDP to design and build their design. Student teams will identify one topic of interest related to racing to investigate. Students will create presentation materials based upon their designs and topical research.

Time Required: 12 classes

Necessary Materials • • • • • •

X-Challenge Student Packets Engineer It! X-Challenge worksheets Parts Warehouse Access to audiovisual equipment with Internet access for video Student technology access for project research and presentation preparation Materials for student research project presentations

Teacher Background Information This lesson represents the culminating design challenge for the unit. Student teams will have some autonomy in the design process, but you should give students an overview of what they should accomplish each day during the process. X-Challenge Engineer It! worksheets are included at the end of this lesson and provide an outline of what students should accomplish each day. • •

Design and build their prototype car using all steps of the EDP. Complete a team research project and presentation on one of the racing industry-related topics provided.

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The challenge culminates with a ‘Race Day.’ Inviting guest judges to assess projects and talk to students about their design process and what they have learned adds real-life context to their work and requires that they prepare presentations that are engaging and professional. You should begin to think at least a week ahead about whom you might invite to judge projects. It is preferable to ask industry representatives at least two to three weeks ahead of time in order for them to plan appropriately. Students should be prepared to give a brief team overview of their car design and design process to judges and to present their research projects to the class and to the guest judges. Students should be reminded throughout the design and building process to refer to what they know about various types of energy, energy transformations, materials, friction, and aerodynamics and be prepared to talk about these concepts with the guest judges. You will act as the manager of the Parts Warehouse. Guidelines for the Parts Warehouse are included in the student packet. You may incorporate these materials at your discretion; blank spaces were left on the materials list so that you may add materials and prices if you wish. You may choose to create a scarcity of some items (i.e. if there are six design groups, provide only four of each body style). You may have teams visit the Parts Warehouse to purchase their supplies all at one time, or you may create a sequence in which each team can purchase one item (or one lot of the same item) at each visit.

Lesson Preparation • • • •

Prepare the ‘Parts Warehouse’ including any additional items from student parts requests lists. Prepare student X-Challenge packets. Prepare copies of daily X-Challenge Engineer It! worksheets. Prepare collaboration rubrics.

Learning Plan Components Introductory Activity/Engagement Science Class Remind students that the X-Challenge ‘officially’ begins today and that their teams will use the next 12 class periods to create a prototype vehicle and also to investigate a topic of their team’s choice about motorsports. Show the Dallara Italy video: www.youtube.com/watch?v=FgTRNJ32fWA. Ask students to name the jobs they saw people doing in the video. Connect this with the teamwork students will participate in during their challenge.

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Activity/Investigation Science Class Student teams will use the EDP to create a prototype vehicle for the X-Challenge. Mathematics connections: Students calculate the speeds of their vehicles and calculate averages over a number of trials. ELA connections: Students utilize technology to research a motorsportsrelated topic and create a presentation on that topic.

Explain Science Class • •

Remind students about the steps of the EDP. Remind students about science concepts from the unit:    

 

Types of energy Energy transformations Friction Aerodynamics

Mathematics connections: Remind students about speed calculations, speed versus velocity, calculating averages. ELA connections: Discuss research skills, citing references, presentation skills. Social Studies connections: Students can explore the economics of the racing industry, as well as examine resource scarcity around the globe.

Extend/Apply Knowledge Science Class Students use their understanding of motorsports and manufacturing careers to research a topic related to the racing industry.

Assessment Performance tasks: The X-Challenge will be assessed in four ways: 1) Collaboration (assessed during Lesson 9)—each student will be assessed on collaboration during the module and will use the collaboration rubric provided earlier in the module (individual grading—30 points, rubric attached).

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2) Engineering Design documentation (assessed during Lesson 10)—each team member will submit a completed set of three Engineer It! design worksheets (included at the end of this lesson) for the project (individual grading—30 points). 3) Final Design (assessed during Lesson 10)—judges will use the design rubric to assess the team’s car design (team grading—30 points, rubric attached). 4) Research Presentation (assessed during Lesson 10)—judges will use the presentation rubric to assess the team’s presentation and research project (team grading—30 points, rubric attached). NOTE: The design judging and research presentations are included in Lesson 10. Rubrics are attached to this lesson for reference and are also included in Lesson 10.

Internet Resource Dallara Italy video: www.youtube.com/watch?v=FgTRNJ32fWA.

• Design reflects little creativity with use of materials, lack of understanding of project purpose, and no innovative design features • Design is impractical • Design has several elements that do not fit

• Design incorporates no or few features that reflect conceptual understanding of science concepts (energy types, energy transformations, frictions, and aerodynamics) • Design violates challenge rules and/or specifications, design is not finished • Design team exceeded budget by more than 10% ($30)

Creativity and Innovation

Conceptual Understanding

Designed Within Specified Requirements

Below Standard (0–2) • Design reflects creative use of materials, a sound understanding of project purpose, and distinct innovative design features. • Design is practical and functional • Design is well-crafted and includes interesting elements that are appropriate for the purpose • Design incorporates several features that reflect a sound conceptual understanding of science concepts (energy types, energy transformations, frictions, or aerodynamics) • Design meets all challenge rules and/or specifications • Design is finished on time • Design team stayed within budget • Design reflects some creativity with use of materials, a basic understanding of project purpose, and limited innovative design features • Design is limited in practicality and function • Design has some interesting elements, but may be excessive or inappropriate • Design incorporates some features that reflect a limited conceptual understanding of science concepts (energy types, energy transformations, frictions, and aerodynamics) • Design meets most challenge rules and/or specifications, design is finished on time • Design team exceeded budget by less than 10% ($30)

Meets or Exceeds Standard (5–6)

Approaching Standard (3–4)

PROTOTYPE DESIGN RUBRIC (30 POINTS)

Team Performance

Team Name: Team Score

Sources of Information

Design Presentation

Performance

• Team uses only one source for research • Team does not include references to information sources

• Vehicle does not function or faces substantial problems (more than one pit stop) in traveling the required distance • Team members are unable to articulate their design process • Team members are unable to identify or justify design features in terms of science concepts • Team members speak in a manner inappropriate to the audience (slang, poor grammar, mumbling)

• Team includes more than one source for research • Team includes some references to sources of information

• Vehicle functions, but does not travel the required distance • At least one pit stop is required • Team members articulate their design process, but not clearly or coherently • Team members make some reference to science concepts when discussing design features • Team members mostly speak in a manner appropriate to the audience but presentation may be confusing or not engaging to audience • Team members articulate their design process clearly and coherently • Team members clearly refer to science concepts when discussing design features • Team members clearly outline the advantages of their design • Team members speak in a manner appropriate to the audience and are engaging and concise • Team includes multiple sources for research • Team includes complete references for each source of information

• Vehicle travels the required distance • Team requires one or no pit stops

(Continued)

Below Standard (0–2)

• Team does not have a main idea or organizational strategy • Presentation does not include an introduction and/or conclusion • Presentation is confusing and uninformative • Team uses presentation time poorly

• Only one or two team members participate in the presentation • Presenters do not look at audience, read notes • Presenters are difficult to understand • Presenters use language inappropriate for audience (slang, poor grammar, frequent filler words such as ‘uh,’ ‘um’)

Team Performance

Ideas and Organization

Presentation Style

(Continued)

• Team has a main idea or organizational strategy, but it is not clear or coherent • Presentation includes either an introduction or conclusion, but not both • Presentation is somewhat coherent, but not well organized, and is somewhat informative • Team uses presentation time adequately, but presentation may be somewhat too long or too short • Some, but not all, team members participate in the presentation • Presenters make some eye contact with audience, but rely on notes • Most presenters are understandable, but volume may be too low or some presenters may mumble • Presenters use some language inappropriate for audience (slang, poor grammar, some use of filler words such as ‘uh,’ ‘um’)

Approaching Standard (3–4)

• All team members participate in the presentation • Presenters make eye contact with the audience and refer to notes only occasionally • Presenters are easy to understand • Presenters use appropriate language for audience (no slang or poor grammar, and infrequent use of filler words such as ‘uh,’ ‘um’)

• Team has a clear main idea and organizational strategy • Presentation includes both an introduction and conclusion • Presentation is coherent, well organized, and informative • Team uses presentation time well and presentation is neither too short nor too long

Meets or Exceeds Standard (5–6)

Team Score

Response to Audience Questions

Visual Aids

• Team does not use any visual aids in the presentation • Visual aids are used but do not add to the presentation • Team fails to respond to questions from audience or responds inappropriately • Team uses some visual aids in the presentation, but they may be poorly executed or distract from the presentation • Team responds appropriately to audience questions but responses may be brief, incomplete, or unclear • Team responds clearly and in detail to audience questions and seeks clarification of questions

• Team uses well-produced visual aids or media that clarifies and enhances presentation

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The Automotive X-Challenge Overview Your team is challenged to design and build an innovative prototype car powered by energy transformations. You will use the science concepts you have learned during the unit and your Design Journal reflections to help you with this process. Your team will have a budget of $300 X-bucks to spend. Your team will present their design in an oral presentation to judges on Race Day and must be able to answer questions about the design, team process, and science concepts associated with your car. Your team will have seven class periods to complete the X-Challenge and create a presentation for the challenge judges. There are two parts to the X-Challenge: 1) Team car design and design presentation 2) Team research project and presentation Your team will choose one racing industry-related topic from the list below to research. You will include your findings as part of your X-Challenge presentation. Your team will create a presentation based upon your research project. This can be a display board, a media presentation, a creative oral presentation (for example a mock debate or mock trial), a brochure, or another creative method of presenting your research findings. 1)

Race Guide—Create a race-watching guide that will attract new fans to watch IndyCar races. The guide should be informational but also should highlight reasons why non-fans should watch IndyCar races. 2) Women in Racing—Women are involved in car racing at all levels, from racecar designers to the pit crew. Choose three women involved in racing and highlight their accomplishments and what they did to achieve their successes. 3) Sport or Show? There is a debate about whether car racing should be classified as a sport or simply as entertainment. Research opinions about this and the justifications for each and present both sides of the argument. 4) Safety—Research the various safety innovations that the racing industry uses to keep drivers, crews, and fans safe. What safety features in passenger cars come from racecar design? 5) Fashion and Design at the Track—Investigate the fashion elements of racing and what the racing industry does to make cars and drivers make a statement. 6) Racing: Then and Now—Investigate the history of car racing. What has changed over the years? How has the history influenced the development of modern-day racing? 7) Ways to Race—Research the different types of auto racing. Provide an overview of each one and highlight similarities and differences of the different types of racing.

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Constraints Your team will be given a budget of $300 X-bucks to build your prototype. Your X-bucks will be accepted at the Parts Warehouse. • • •

•

You may return or exchange items at the warehouse, but keep in mind that there may be limited availability of some items. You can trade items with other design teams, but you may not buy and sell items with other groups—only the Parts Warehouse accepts X-bucks! If you run out of money before your design is over, you may apply for a loan from the Parts Warehouse manager. Keep in mind that your design will be judged on cost-effectiveness and you should make every effort to stay within budget. You should record all of your transactions in your financial ledger (journal).

Each team will be provided with a no-cost start-up kit that contains scissors, masking tape, safety glasses, a meter stick, and a timer. All items used in the team’s design must be purchased from the Parts Warehouse. The following are the items and their prices (in X-bucks) that are available in the Parts Warehouse: Styrofoam block—$50 Wood block—$35 Cardboard box—$40 Tires/wheels (black plastic tire material)—$40 each CDs—$10 each Wooden disks—$25 each Spindles—$25 each Drinking straws—$10 for four Wooden skewers—$20 for two Pipe cleaners—$10 for four Pencils—$10 for two Rubber bands, 6 mm—$40 for two Rubber bands, 3 mm—$30 for two Rubber bands, 1 mm—$20 for two Balloons—$30 for two Waxed paper—$10 per linear foot Aluminum foil—$10 per linear foot Poster board—$20 per half sheet Craft sticks—$10 for five Paper cups—$30 for four Baking soda—$30 for ½ cup Vinegar—$20 for ¼ cup

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Plastic spoons—$10 for two Paper clips—$10 for five Wire hanger—$15 each Cotton balls—$10 for ten Index cards—$10 for ten String—$10 for 3 feet Toothpicks—$10 for ten Wooden clothespins—$10 for four Set of poster paints and brushes—$20 Stickers—$10 per sheet Your car must be designed according to the following rules: • • • •

• • • •

Your car must be able to travel at least 3 meters. Your car must travel in a straight line. You may use only the materials in your start-up kit and materials purchased from the Parts Warehouse. Your vehicle must use at least one energy transformation to power it and it may not be powered by a force applied by a person (you can’t push your car to make it go!). Once your energy conversion has started, you may not touch your device. All team members must participate in both the car design and the research project. On Race Day, teams will have one minute to prepare their cars at the starting line. If your car breaks down during a race, you will be given one pit stop of three minutes to repair your vehicle and then begin the race again.

The evaluation of your X-Challenge project is composed of four parts: 1)

Collaboration—your teacher will assess you on collaboration, or how well you work with your team, during the unit—30 points 2) Engineering Design Process documentation—each team member will submit a completed Engineer It! design worksheet for the project—30 points 3) Final Design—judges will use a design rubric to assess the team’s car design—30 points 4) Project Presentation—judges will use the presentation rubric to assess the team’s presentation and research project—30 points Your team will create a presentation for your research topic to present to your classmates, teacher, and guests. You will have five minutes to make your presentation and five minutes to answer questions.

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Your Engineer It! X-Challenge sheets are included at the end of this packet. Here are a few pointers: •

•

Remember to refer to your Design Journal reflections when you are creating your design—it may include some useful information about energy transformations, friction, and aerodynamic drag that could be useful. The X-Challenge judges will ask you about your design process on Race Day, so be sure that all team members are familiar with all stages of the design. Be sure to be able to talk about your design decisions, the science concepts you considered, and testing and redesigning work.

X-Challenge Engineer It! Name: 1) Name Your Team! Our team name is: 2) Identify the Problem and Constraints • State the problem: • Identify the conditions that must be met to solve the problem: • Identify anything that might limit the solution (cost, availability of materials, safety): 3) Ideas • Is there anything from your Design Journal reflections that might be helpful? Summarize that here: • Brainstorm! What solutions do you and your team imagine?

4) Team Planning Record your team’s plan here. Remember, everyone needs to be involved in both your car’s design and your research project, but if some of your team members want to take on special tasks, you can record that here. (For instance, you may wish to have an ‘accountant’ to keep track of the

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budget. Do you have someone who is very good at drawing who will make sketches? Is someone great at putting together multimedia presentations? Are there any other tasks team members want to lead?) 5) Design Features • Based on your brainstorming in the last class, what features do you want to include in your car? • Include a sketch or sketches here. Label your sketches: 6) Why did you choose this design? 7) Materials • What materials do you think you will need (see the Parts Warehouse list)? List them here: • How much will those parts cost in X-bucks? 8) Decide on your research project topic with your team. Record the topic here: 9) Test and Evaluate • How did you test your prototype? • What were the results of your tests? • What are the strengths of your design? • What are the weaknesses of your design? 10) Improve Your Design What changes would help your design perform better? Record your ideas and make changes to your design!

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11) Present/Share Your Car Prototype Design Decide who will present various aspects of your design and the design process. List team member responsibilities here:

12) Present Your Research Project How will your team present your research topic? Decide who will present various aspects of your presentation. List team member responsibilities here:

References Belland, B.R., Glazewski, K.D., & Ertmer, P.A. (2009). Inclusion and problem-based learning: Roles of students in mixed-ability group. RMLE Online: Research in Middle Level Education, 32(9), 1–19. Oakley, B., Felder, R.M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9–34.

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APPENDIX B Sample STEM Module Two: Grade K Jennifer Suh

STEM ROAD MAP CURRICULUM MODULE OVERVIEW STEM Road Map Module Theme and Grade Level: The Represented World, Grade K STEM Road Map Module Topic: Patterns on Earth and in the Sky Module Summary In this investigation, the students will begin to see patterns as they emerge during the year from a solar, weather perspective in the sky and the adaptability of animals on Earth. The problem/challenge for this unit is: A Petting Zoo needs you to investigate how the patterns of the sky and the animals on Earth adapt to changes over one year and create a year-long calendar to demonstrate what you have observed throughout the year. Create a presentation for the Petting Zoo to explain to their customers the changes that animals experience over a year. Much of the observations the students will make can be recorded in their class STEM notebooks and used as talking points during this unit. The lead discipline of this unit’s theme revolves around mathematics, so much of the observations will take the form of quantitative relationships backed by qualitative observations and aligning the different patterns of the sky and animals. Data can be collected using illustrations of the cycles of the Sun, Moon, seasons, and how animals adapt to these changing conditions. Weather observations can also be collected and analyzed based on the seasons. This unit can span the entire school year so that the students can understand how patterns of the sky and the Earth change. If there was a pond or river/stream located close

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to the schoolyard, it would be an excellent area to make these observations and note the patterns that change throughout the year. The capstone project at the end of this unit might include a year-long calendar that illustrates the changes in the Sun, Moon, seasons, and animals that the students’ observed. The mapping of content standards associated with this theme/topic can be found in Table A.2.1 and the 21st Century Skills that are included in this module are located in Table A.2.2. Potential careers to explore: meteorologist, astronomer, ecologist, and animal husbandry.

Established Goals/Objectives The goal for this PBL is for students to learn and demonstrate their knowledge about weather patterns and how animals on Earth adapt to their changing environment. Students will learn to: • • • •

understand change and observable patterns of weather that occur from day to day and throughout the year; make connections that change is something that happens to many things in the environment based on observations made using one or more of their senses; summarize daily weather conditions noting changes that occur from day to day and compare weather patterns that occur from season to season; learn about animal characteristics and how they adapt to their environment.

The specific Next Generation Science Standards (NGSS) addressed are: • • • •

K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

The prerequisite key knowledge for this module is found in Table A.2.3. The desired outcomes and assessment plan can be found in Tables A.2.4 and A.2.5.

Challenge and/or Problem for Students to Solve A Petting Zoo needs you to investigate how the patterns of the sky and the animals on Earth adapt to changes over one year and create a year-long calendar to demonstrate what you have observed throughout the year. Create a presentation for the Petting Zoo to explain to their customers the changes that animals experience over a year. Compelling question for this unit is: How do the patterns on Earth, including cycles of the Sun, Moon, and seasons, impact animals on Earth?

CCSS.ELA-Literacy.W.K.2. Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-Literacy.W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

CCSS.Math.Content.K.CC.B.4. Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. Discuss and describe different types of weather.

CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has ‘more of’/‘less of’ the attribute, and describe the difference. Classify objects and count the number of objects in each category.

CCSS.ELA-Literacy.RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSS.Math.Practice.MP8. Look for and express regularity in repeated reasoning.

CCSS.ELA-Literacy.RL.K.1. With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.SL.K.3. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-Literacy.SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.W.K.7. Participate in shared research and writing projects.

CCSS.ELA-Literacy.RI.K.1. With prompting and support, ask and answer questions about key details in a text.

CCSS.Math.Practice.MP7. Look for and make use of structure.

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Common Core ELA

Common Core Mathematics

NGSS Performance Objectives

TABLE A.2.1 Content Standards Addressed in STEM Road Map Module—Patterns on Earth and in the Sky

Teaching Strategies Teachers will allow students to explore weather patterns in other parts of the world. Using the 4Cs, teachers will launch a challenge to create an improved habitat for animals at the Petting Zoo. Teachers will use several different web resources and books to build students’ background knowledge for this project. Teachers will monitor students engaged in collaborative projects to assess their group cooperation skills and their leadership skills.

Learning Skills and Technology Tools ( from P21 framework)

Global Awareness Civic Literacy

Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

Information Literacy Media Literacy ICT Literacy

Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

21st Century Skills

21st Century Interdisciplinary Themes

Learning and Innovation Skills

Information, Media, and Technology Skills

Life and Career Skills

TABLE A.2.2 21st Century Skills Addressed in the STEM Road Map Module

Students will work together to make a plan for their projects throughout the unit. Students will work effectively in collaborative groups and be clear about roles of each member.

Students will tell if they have traveled to different locations around the Earth and if they have experienced different weather patterns. Students will collaboratively think about the needs of a newborn farm animal. They will be creating a presentation called the Petting Zoo infomercial and will be able to use their creativity. Students will learn more background knowledge using the website resources and books to design their final product.

Evidence of Success

This is important because they will need to learn about how people care for the animals and how they adapt to their environment. They will need to think about the habitats, pens, and enclosures that the pets live and play in during the year. This is important because they will build on the prior knowledge of being familiar with different weather patterns.

This is important because they will be building ways to improve the current habitat for one of the petting zoo animals. In addition, they will see how wool or down can be used to make warmer coats for people.

Students should know about zoos and petting zoos.

Students should know that tools and technology help us in our daily lives and that is a result of engineering design.

Students should know about weather and how it affects our daily lives.

Application of Knowledge

Prerequisite Key Knowledge

TABLE A.2.3 Prerequisite Key Knowledge

There may be students with varied exposure and familiarity with zoos or farms. Provide many books, websites, and video clips of animals at the zoo or the farm. Provide farm animal toys and other zoo animals so they can play pretend zoo. There may be students who have lived in areas with four seasons and others who have lived in other regions of the U.S. without the four seasons. Use this difference as a teachable moment for students to share about different places with different climates. Provide many everyday tools and technology that are an example of an engineering design.

Differentiation for Students Needing Knowledge

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TABLE A.2.4 Desired Outcomes and Monitoring Success

Desired Outcome

Evidence of Success in Achieving Identified Outcome

Students will explain how people and animals adapt to the weather and seasonal change through their Petting Zoo’s Calendar of Events project.

Performance Tasks

Other Measures

Students will create the Petting Zoo Calendar of Events and Infomercial that feature appropriate activities for different seasonal visits to the Petting Zoo that will demonstrate their understanding of changes in season and the different ways animals adapt to the change.

Students will have formative assessment through each lesson that assesses their understanding of changes in weather, season, and animal adaptability to the environment. There are multiple formative assessments that teachers can collect from Science, Literacy, Math, and Social Studies mini-lesson activities.

TABLE A.2.5 Assessment Plan

Major Group Products

Major Individual Products/Deliverables

• Petting Zoo—Calendar of Events created by the class (photo calendar with student drawings representing the seasonal change and how animals will adapt to the changes). • Infomericial to advertise the Calendar of Events at the Petting Zoo—video presentation. • Graph of weather patterns throughout the unit. • Model of an improved habitat for one of the Petting Zoo animals and an engineering design of an enhancement to the habitat. • Graph daily weather and use it to compare patterns. Explore ways we can use materials to decrease the temperature of an area from the Sun. Graph weather over a period of time several times throughout the year. Compare weather patterns using graphing data. • Choose a favorite animal and build a model habitat for it. • Create a calendar representing the seasonal change and how animals will adapt to the change.

Launch Plan a field trip to the Petting Zoo. (Ideally it should be a field trip to the Petting Zoo but if that is not possible, arrange for a virtual field trip or a guest speaker from a petting zoo, farm, or zoo with at least one animal.) The Petting Zoo owner/visitor can make the project more authentic by sharing that they need help attracting more visitors to the Petting Zoo by making people more aware of the events that happen at their Petting Zoo year-round.

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The job is for the kindergarten students to learn more about the seasonal change and how animals adapt to that change to be able to share with the visitors what to look for when they visit the Petting Zoo.

Resources School-Based Individuals Art teachers can provide lessons on drawing farm animals and discuss how to draw a landscape of a petting zoo. The media specialist can provide books, websites, and videos about farm animals and how animals adapt to their environment and seasons.

Technology Age-appropriate website resource collection can be created for kindergarten students to access as they are doing research on their animal and about the local Petting Zoo.

Community Contacting a local petting zoo will be important to the authenticity of the project. If there is no local petting zoo, a local farm or an animal zoo will be helpful to contact to get a field trip arranged and/or have a guest speaker from the zoo or farm visit the class.

Materials Modeling materials: • • • •

Clay, Toy animals, Construction paper, Children’s magazine.

LESSON PLAN—A GLANCE AT WEEKS 1–2—PATTERNS IN OUR WORLD: KINDERGARTEN STEM UNIT Lesson Title: Patterns in Our World and How It Impacts Living Things Lesson Summary This lesson is part of a unit that focuses on student understanding of patterns in nature, natural cycles, and changes that occur both quickly and slowly over time. An important idea represented in this unit is the relationship among Earth

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patterns, cycles, and changes, and their effects on living things. The topics developed include noting and measuring weather and seasonal changes, which will connect to later lessons on how these impact animals’ behaviors. The timeline for this module can be found in Tables A.2.6, A.2.7, and A.2.8.

Essential Question(s) What questions will guide student learning in this lesson? • •

What patterns do we have in our world? How do we respond to these patterns daily and throughout the year?

Established Goals/Objectives Students will understand (big ideas/key knowledge), know, be able to do what (key skills)? • • • • •

Observe and identify daily weather conditions—sunny, rainy, cloudy, snowy, windy, warm, hot, cool, and cold. Predict daily weather based on basic observable conditions. Chart daily weather conditions. Identify characteristics of the different seasons. Recognize that plants, animals, and people adapt to the changing seasons in different ways.

The key vocabulary for this module is located in Table A.2.9. Time required: Ten days

Necessary Materials • • • •

Outdoor access and window from the classroom, Calendar, Weather graph, Internet access.

Teacher Background Information Studying the weather is a great way to learn about observations and patterns and to help us prepare for upcoming days based on the weather predictions. For kindergarteners, weather pattern is easily seen and recorded because weather happens daily and can be easily seen and recorded. There are lots of daily and seasonal patterns that occur in weather. Use words to describe the sky (sunny, mostly sunny, partly cloudy, and cloudy) and words for precipitation (dry, rain, snow,

Day 8 Students will learn about the Moon and its phases and learn about the reflection of the sunlight on the Moon. Science and Language Arts: Read Papa, Please Get the Moon for Me by Eric Carle.

Day 7

Students will learn about what makes day and night. Science and Art Integration—‘Dance’ the rotation on Earth’s axis with a light source to model day and night.

Day 6

Students will learn about the center of our solar system, the Sun, and read and sing about the Sun. Language Arts: Read the fable The North Wind and the Sun.

Students will learn about reason for seasons. Science and Art Integration: ‘Dance’ the revolution around the Sun. Read the book The Reason for Seasons by Gail Gibbons.

Students will display the landscape including changes in animals and plants throughout the seasons. Science, Language and the Arts: Make a season wheel with photos or magazine cutouts to show the landscape.

Day 10

Students will observe local weather and record their observation. Science and Math: Graph the weekly weather pattern and compare the results.

Students will learn how people participate in different weather activities. Science, Math, and Language Arts: Vote and create a table of their favorite things to do in different weather/seasons.

Students will learn how people adapt to their environment by playing ‘Dressing for the Weather.’ Science and Engineering: Brainstorm technology to keep people warm or cool.

Students will observe local weather and record their observation and pretend to be weather reporters. Science and Language Arts: Use weather vocabulary to tell about the weather.

Students will be introduced to the ‘Patterns on Earth’ as they play a Scavenger Hunt for Patterns in our World (Go outdoors). Science and Language Arts: List all the patterns in our world. Day 9

Day 5

Day 4

Day 3

Day 2

Day 1

TABLE A.2.6 STEM Road Map Module Schedule Weeks One and Two

Day 12

Students will identify animal characteristics of goats that help human needs and what they need to survive. Science and Math: How much milk does the goat produce?

Day 17

Students will create a visual display of events at the Petting Zoo in the Spring. Science, Math, and Language Arts: Read the book, Is Your Mama a Llama? Matching Activity—parent and young. How do adult animals care for their babies?

Students will read about a true story called Beatrice’s Goat and retell how one goat can sustain a family’s need.

Day 16

Students will create a calendar for Spring. Science, Math, and Language Arts: Baby animals are born in Spring. Learn names to describe baby animals and how many babies they give birth to at one time.

Plan a visit to the Petting Zoo

Day 11

Students will create a calendar for Summer: Learn about life cycles of animals. Science and Language Arts: Create a life cycle chart of a given animal.

Day 18

Students will identify characteristics of a horse that helps human needs and what they need to survive. Social Studies: Learning about how horses provide transportation.

Day 13

TABLE A.2.7 STEM Road Map Module Schedule Weeks Three and Four

Students will learn about how animals adapt to the Summer. Science and Language Arts: Students will create a visual display of events at the Petting Zoo in the Summer.

Day 19

Students will identify animal characteristics of chickens that help human needs and what they need to survive. Science and Social Studies: Learn about the life cycle of a chicken and about the goods it produces.

Day 14

Students will learn about how animals behave in the Fall. Science and Language Arts: Read a blog post from ‘Ask a Naturalist’ (post 84) from the Charlotte Nature Museum about what animals do in the Fall.

Day 20

Students will identify animal characteristics of sheep and geese that help human needs and what they need to survive. Science and Engineering: Learn about the wool that sheep produce and the down that geese produce that warms people. Weatherproof technology.

Day 15

Day 25 Petting Zoo infomercial. Students will present their calendar and make an infomercial for visitors about the Calendar of Events and highlights to look forward to at the Petting Zoo.

Day 24 Students will participate in shared writing to explain how the four seasons impact animals’ adaptability to the environment. Science and Math: Students put together their drawings of the different behaviors of animals and create a Calendar of Events.

Day 23 Students learn about how animals not only prepare for Winter, but use hibernation and migration to survive in the cold. Science and Language Arts: Teacher models how one can research to learn about how animals hibernate and migrate.

Day 22

Students learn about how animals not only prepare for Winter, but use coats and fat deposition to survive in the cold. Science and Language Arts: Research to learn how animals use coats and fat deposits to keep warm.

Day 21

Students will continue to learn how cold-blooded animals behave in the Fall. Science and Language Arts: Read a blog post from ‘Ask a Naturalist’ from the Charlotte Nature Museum and learn about what cold-blooded animals do in the Fall.

TABLE A.2.8 STEM Road Map Module Schedule Week Five

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TABLE A.2.9 Key Vocabulary

Key Vocabulary

Definition

Weather

The state of the atmosphere at a place and time as regards heat, dryness, sunshine, wind, rain, etc. One of the four periods of the year (spring, summer, autumn, and winter). The star that is the center of the solar system, around which the planets revolve and from which they receive light and heat. The Earth’s natural satellite, orbiting the Earth. A measure of the warmth or coldness. Use words like hot, warm, cool, cold, freezing. Falling products of condensation in the atmosphere, such as rain, snow, or hail. A repeated pattern; a sequence of a series of events that occur in a natural order.

Season Sun (solar) Moon (lunar) Temperature Precipitation Cycle

hail, and sleet). Measuring temperature may be difficult for the kindergarteners, but exposing them to the temperature will make them learn that it is measurable and that there are tools like a thermometer (technology) that help measure how hot or cold it is outside. Using words like hot, cold, warm, and freezing will help students to associate temperature with the weather and seasons.

Lesson Preparation The series of lessons will take place over two weeks. This provides a glance at the two-week unit on weather and seasons and cycles on Earth.

Learning Plan Components Introductory Activity/Engagement Science Class Discuss the patterns in our world. Play ‘Scavenger Hunt for Patterns in Our World.’ They will go outside and look for patterns. Some may look for visual patterns with colors, shapes, and plants. Connect their observations with patterns we have like day and night, life cycle of a plant, Moon phases, seasons, and weather patterns. As a class, students can pretend to be a weather reporter—can they predict the weather?

Mathematics Class Use the calendar to record the weather and use a graph to chart the pattern each day and throughout the unit. Students will collect data using observations. The

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class can represent data using different displays such as tables and graphs (bar graphs or picture graphs).

ELA Class Use communication skills to discuss patterns in our world.

Read Aloud Book Fable: The North Wind and the Sun by Gregory McNamee. Have students retell the story and vote for what they think is stronger, the wind or the Sun. Another great read aloud when talking about the patterns of day and night is the book Papa, Please Get the Moon for Me by Eric Carle. Students will learn about the Moon and its phases and about how the reflection of the sunlight illuminates the Moon.

Social Studies Class Teachers can connect geography, climate, and time of day. Teachers can also locate where we live and the climate in our region. Another extension is looking back at patterns like day and night and how in some parts of the world it is day when it is nighttime in other locations.

Activity/Investigation Science Class Divide the students into groups and have them investigate the four seasons. Have students fold a piece of paper into four sections. Then have the students list four types of weather (one per section) and draw a picture for each. Draw and label in each box a type of weather. Use the pictures that students drew to create a class season wheel. Play dress up with clothing that matches with the weather pattern.

Mathematics Class Integrate Calendar Math with weather data. After a few weeks, have students read their weather chart and make a bar graph. Other ways to show how to keep track is to use tally marks to show the quantity or use the numeral next to each weather icon to summarize the total number of days recorded with that weather pattern. Use icons to record the daily weather on the weather graph and at the end of the week, ask questions like: “How many days this week were recorded as sunny?” “How many days did we have rain?” “Compare sunny and cloudy days?” “Which did we have more of?” “Less of?” Comparing is one of

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the meanings for subtractions because we are looking for the difference between two quantities. Look and listen for students who may be subtracting or counting on to find the difference.

ELA Class Read aloud Too Hot? Too Cold? Keeping Body Temperature by Caroline Arnold and Annie Patterson. Watch a segment of a weather forecast on a news show. Let students be the ‘weather person’ who looks out a window or goes outside to collect daily observations and then tells the class about the: • • •

sky—sunny, mostly sunny, partly cloudy, cloudy; precipitation—dry, rain, snow, hail, sleet; temperature—hot, warm, cool, cold, freezing.

Sing weather songs (“Rain, Rain, Go Away,” “Mr. Golden Sun,” “You Are My Sunshine”).

Social Studies Class Show the map of our world and show where we live and how that explains our climate. This may be abstract for students so elicit some of their background knowledge by asking: “Have you visited family living very far from our neighborhood?” “What do you remember about the weather there?” “Did anyone go to a really hot tropical place before on any trips?” “How about a really cold snowy place during winter?” This might trigger some conversation. If not, tell a story about your trips to very warm climates during your family vacations.

Explain Science Class How do people keep warm? How do animals stay warm in winter (fur, feathers)? Show students artifacts like a fur coat, fake feathers, or alligator boots/ purse to demonstrate the different textures of animals. Let the students use their five senses to describe the animal artifacts. Pick a few animals like a reptile or mammal and talk about them. For example, reptiles are cold-blooded and have scales to cover their skin. Create a three-column chart and label the columns fur, feathers, and scales. Brainstorm what type of animals might have fur, feathers, and scales.

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Mathematics Class Sorting and Categorizing Activity: Make a T-chart of clothing for hot weather and for cold weather: Clothing for hot weather Clothing for cold weather

ELA Class The T-chart combined with visuals in science class can be used as an opportunity to engage the students in sharing writing on a large poster to explain what the chart was about (see science class lesson).

Social Studies Class Look around the globe and talk about how people from different regions dress differently based on climate.

Extend/Apply Knowledge What opportunities will students have to apply what they have learned through their work in this lesson explicitly, if any?

Science Class How do animals stay warm or dry? Draw a scene with a season and people and animals in the drawing showing how they stay warm.

Mathematics Class Summarize the weather graph and count and tally the total number of days in each category. Use that chart to be the ‘meteorologist’ and talk about the pattern we have had in our weather.

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ELA Class Use picture vocabulary cards to match picture cards of weather patterns: clear, cloudy, cold, fair, fall, hot, rainy, spring, summer, sunny, temperature, warm, windy, winter. Ask the students to think back to the weather report they have seen on TV. Ask students whose job it is to give these reports and to research and make predictions about the weather (meteorologists).

Social Studies Class Use the map to show where we live and what our climate is like in different regions of North America. Learn about how people specialize in a job and a meteorologist is a specialized job that helps the community. Ask students how the meteorologist helps them in their daily lives or when their family is planning an event.

Assessment Performance tasks: •

Create a flip book (Table A.2.10) with weather patterns and draw people, animals, and plants in the picture to show how they respond to the weather pattern.

Other measures: Mathematics class: • • •

Sorting clothing with weather pattern; Sorting and Categorizing Activity; Make a T-chart of clothing for hot weather and for cold weather.

Internet Resources Journey North. (2014, September 2). Fall 2014 teacher resources. Retrieved from www. learner.org/jnorth/season/ Regents of the University of California Berkeley. (2000). Eye on the sky. Retrieved from http://cse.ssl.berkeley.edu/first/EyeontheSkyWeatherJournal/weather.asp Special Education Technology British Columbia. (2006, August 14). Sorting outfits for seasons. Retrieved from www.setbc.org/pictureset/resource.aspx?id=280 TVOKids. (n.d.). Seasons. Retrieved from www.tvokids.com/games/sticksandseasons TVOKids. (n.d.). Dressing based on weather. Retrieved from www.bbc.co.uk/wales/bobinogs/ games/game.shtml?1

Books Arnold, C., & Patterson, A. (2013). Too hot? Too cold? Keeping body temperature just right. Watertown, MA: Charlesbridge. Carle, E. (1986). Papa, please get the moon for me. New York: Simon and Schuster. Gibbons, G. (1996). The reason for seasons. New York: Holiday House. McNamee, G. (2004). The north wind and the sun and other fables by Aesop. Einseideln: Daimon Verlag Press.

2 Drawing shows one sign of weather.

3 Drawing shows some distinguishable elements of weather. 3 Drawing shows people, animals, and/ or plants responding to weather.

4 Drawing shows elements of weather with lots of details. 4 Drawing shows people, animals, and/or plants responding to weather with details.

Drawing shows elements of weather (i.e. clouds in the sky, raindrops, and puddles).

2 Drawing may show either people or other things responding to weather.

1 Student cannot identify different weather patterns and/ or can name one but cannot describe the characteristics. 1 Drawing does not show any distinctive elements of weather. 1 There is no evidence that anyone or anything is responding to weather. 2 Student can identify at most two different weather patterns and describe the characteristics.

3 Student can identify at least three different weather patterns and describe the characteristics.

4 Student can identify more than three different weather patterns and describe the characteristics.

Student can identify and describe at least three different weather patterns (i.e. sunny, rainy, snowy, cloudy, windy) with specific characteristics of the weather.

Drawing shows people, animals, or plants responding to weather (i.e. dressed for the weather with umbrella, raincoat, rain boots).

Needs Improvement

Fair

Good

Excellent

Objectives

TABLE A.2.10 Weather Pattern Flip Book Rubric

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LESSON PLAN—A GLANCE AT WEEKS 3–5: KINDERGARTEN STEM UNIT Lesson Title: Patterns in Our World and How It Impacts Living Things Lesson Summary Introduce the PBL project with a field trip to the Petting Zoo and a book called Beatrice’s Goat by Page McBrier. To launch the PBL project for this unit, students will learn about goats using the book Beatrice’s Goat. The following lesson will launch a series of lessons where students can learn more about what animals need to survive and how they adapt to different seasons. This will prepare them for the PBL project in creating a year-long calendar for the Petting Zoo. A Petting Zoo needs you to investigate how the patterns of the sky and the animals on Earth adapt to changes over one year and create a year-long calendar to demonstrate what you have observed throughout the year. Create a presentation for the Petting Zoo to explain to their customers the changes that animals experience over a year.

Essential Question(s) What questions will guide student learning in this lesson? •

How do different animals, plants, and people adapt to the changing seasons?

Established Goals/Objectives Students will understand (big ideas/key knowledge), know, be able to do what (key skills)? • • • •

Use observations to describe patterns of what plants and animals (including humans) need to survive. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. Participate in shared research and writing projects. Add drawings or other visual displays to descriptions as desired to provide additional detail.

Time required: Launching a three-week project (15 days)

Necessary Materials • •

Beatrice’s Goat by Page McBrier, Books about animals and how they adapt to seasonal change,

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TABLE A.2.11 Key Vocabulary

Key Vocabulary

Definition

Adapt Adaptation

To change in response to the environment or situation. A change that a living thing goes through so it fits better with its environment. Coloring or covering that makes animals, people, and objects look like their surroundings. The natural world of the land, sea, and air. An extended period of deep sleep that allows animals to survive Winter extremes. The seasonal movement of animals from one region to another.

Camouflage Environment Hibernate Migrate

• • • • •

Modeling clay, Plastic toy animals, Video camera, Drawing paper, Crayons.

Teacher Background Information Teachers will need basic knowledge about goats and the changes they go through throughout the season.

Lesson Preparation Teachers will need basic knowledge of farm animals or petting zoo animals: sheep, lamb, ponies, rabbits, goats, pigs, and llamas. A good doe (a female goat) can produce from one-quarter to half a gallon (one to two quarts) of milk a day. Woolly and hairy animals should be sheared before the start of hot weather. Spring shearing allows sheep to have adequate wool growth to keep them cool in the summer and avoid sun burning, and a full wool coat in the winter to keep them warm. Sheep and goats should not be sheared in extreme heat.

Learning Plan Components Introductory Activity/Engagement Science Class Animals on the Farm and how they help humans. Students will learn about farm animals and how they help humans. Farm animals produce goods for humans. Animal scientists study animals and learn

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ways to help animals grow strong and healthy. When animals grow well and stay healthy, a farmer can produce more meat, milk, or eggs for human consumption.

Mathematics Class Billy Goat Math—Goat Milk? How Much Milk Can a Goat Produce? More people consume milk and milk products from goats worldwide than from any other animal. Goat milk is used for drinking, cooking, and baking. It is also used to make cheese, butter, ice cream, yogurt, candy, soap, and other body products. In addition to milk, dairy goats provide meat, leather, and fiber. Measurement concepts: • •

A good doe can produce from one-quarter to half a gallon of milk a day. Show how much milk that is by using a milk carton. Compare your weight to a full-grown goat. Newborn kids average about two pounds at birth, but grow quickly. The average adult weight is 75 pounds. Compare with students’ weights.

ELA Class Literature connection—Beatrice’s Goat by Page McBrier. Read aloud Beatrice’s Goat by Page McBrier. Have students retell the story. This is a story about how a goat saves Beatrice and her family.

Social Studies Class Goods animals produce as natural resources. With the teacher’s help, find the country that Beatrice is from on the map. Generate a list of goods that a goat can provide as a natural resource for humans.

Activity/Investigation Science Class Learning about animal characteristics. Students will watch videos about the different animals and what the unique characteristic means to the animal and his life. Fur, color, size, eye, ear, nose size, teeth, etc. are important points to discuss. Questioning should encourage thinking skills: How would this animal get food? What kinds of food could he eat? Where would he be able to survive? etc. Learn about baby animals on farms. Gather video resources and books on baby animals. Discuss how animal babies grow fast and research which animal grows the fastest: a calf, a chick, or a piglet?

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Mathematics Class A day in the life of a goat. Model this class math book after Chimp Math by Ann Nagda that tells a day in the life of a baby chimpanzee using time (calendar, clocks). Make a similar class book called Goat Math using the information about a goat’s day.

ELA Class Designing a pen. Describe the plan for the designed pen and shed for your billy goat for all four seasons. Billy goats play in the yard in the Spring–Fall. Goats grow a thick, fuzzy undercoat of cashmere to keep them warm during the Winter, so adults are usually fine in unheated goat barns in most of North America.

Social Studies Class Job specialization. Students learn about a basic economic idea about job specialization. Introduce students to people who specialize in working with animals: farmers, veterinarians, naturalists, biologists, and zoologists.

Explain Science Class • • • •

Animal diaries. Students will learn about how an animal lives and write a diary of an animal as shared writing. Students learn animal characteristics of a horse that helps human needs and what they need to survive. Activity: Horses and Ponies: Providing transportation. Students learn animal characteristics of a chicken that helps human needs and what they need to survive. Activity: The life cycle of a chicken. Students learn animal characteristics of a sheep that helps human needs and what they need to survive. Activity: Learn about the wool that the sheep produces that warms people.

Mathematics Class What kind of animal is your favorite at the zoo? Read Tiger Math and learn about a baby tiger’s life while learning to graph.

ELA Class • •

Read the book Is Your Mama, a Llama? Matching Activity—parent and young.

Discuss how adult animals care for their babies.

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Extend/Apply Knowledge Science Class Create a Calendar of Events. Students use the pictures to make a scene of all four seasons and what animals do in the Spring, Summer, Fall, and Winter and tell a story to the class. Students learn about how animals not only prepare for Winter, but use coats and fat deposition, hibernate, and migrate to survive in the cold.

Mathematics Class Calendar math. Students will use their knowledge of the sequence of the 12 months to create a Calendar of Events at the Petting Zoo.

ELA Class Work on the presentation, Petting Zoo Infomercial Video. Read Petting Zoo by Gail Tuchman. Discuss the lives of the Petting Zoo animals. Students will create and present their Calendar of Events and make an infomercial for visitors about the Calendar of Events and highlights to look forward to at the Petting Zoo.

Social Studies Class Specializations. Learn about the specialized jobs that people have at the Petting Zoo or at a local farm to help with raising and caring for animals.

Assessment Performance tasks: •

•

Create a Calendar of Events at the Petting Zoo: A Petting Zoo needs you to investigate how the patterns of the sky and the animals on Earth adapt to changes over one year and create a year-long calendar to demonstrate what you have observed throughout the year. Create a presentation for the Petting Zoo to explain to their customers the changes that animals experience over a year. Create a Petting Zoo Infomercial Video: Students will present their calendar and make an infomercial for visitors about the Calendar of Events and highlights to look forward to at the Petting Zoo (Table A.2.12).

Extension Building a pen and shed: Choose an animal and design and build a shelter for them. Students will use the information they learned about the different animals

1 Drawing does not show any distinctive elements of the seasons. 1 There is no evidence of showing an animal responding to weather. 2 Drawing shows one sign of the seasons but needs more details. 2 Drawing may show an animal responding to the season but needs more details.

3 Drawing shows animals responding to the season.

4 Drawing shows animals responding to weather with details.

Drawing shows how animals at the Petting Zoo respond to the changing seasons (i.e. giving birth to young in Spring or sleeping inside the shed in the Winter).

Student has illustrated four seasons to create a Calendar of Events poster.

(Continued)

1 Student cannot name the four seasons or describe the characteristics of the different seasons. 1 Student has difficulty counting from 1–12 for the 12 months in the year.

2 Student can identify the seasons but may not describe in as much detail for some of the seasons. 2 Student can count up some of the numbers from 1–12 for the 12 months in the year.

3 Student can identify and describe characteristics of all four seasons and in order. 3 Student can count from 1–12 and name some of the 12 months in the year but with some prompting. 3 Drawing shows some distinguishable features of the seasons.

4 Student can identify and describe characteristics of all four seasons and in order with details. 4 Student can count from 1–12 and name the 12 months in the year fluently and without any prompt. 4 Drawing shows elements of seasons with lots of details.

Student can identify and describe characteristics of all four seasons (Spring, Summer, Fall, and Winter).

Student can show a sequence of numbers on the calendar.

Needs Improvement

Fair

Good

Excellent

Objectives

Calendar of Events at the Petting Zoo

TABLE A.2.12 Calendar of Events and Infomercial Rubrics

1 Student needs to develop oral presentation skills. 1 Student has difficulty talking about how different animals respond to the seasonal change.

2 Student shares an event but is not very coherent. 2 Student can talk about how different animals respond to the seasonal change but could add more details.

3 Student is expressive with their oral language skill. 3 Student can talk about and explain how different animals respond to the seasonal change.

4 Student is expressive with their oral language skill and has a dramatic flair. 4 Student shares a lot of background knowledge about animals and how they respond to seasonal change.

Using their Calendar of Events poster, the student can highlight an event that people should come to see.

Student can talk about and explain how different animals respond to the seasonal change (i.e. baby farm animals born in Spring time; sheep shearing in the Spring time to shed the Winter wool coat).

Needs Improvement

Fair

Good

Excellent

Objectives

Infomercial about Visiting the Petting Zoo

TABLE A.2.12 (Continued)

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to design their pen. For example, goats are excellent at crawling through small gaps or climbing over fencing. How do you design the fencing on the pen so your goat does not escape? In addition, your goats will need a place to go in the Winter and when it’s raining. Goats with thick coats may be able to withstand colder temperatures.

Internet Resources Charlotte Nature Museum. (2014). What do animals do in autumn? Retrieved from www. charlottenaturemuseum.org/blog/post/84/What-do-animals-do-in-autumn PBS Kids. (2014). Baby animals. Retrieved from http://pbskids.org/dragonflytv/show/ babyanimals.html Scholastic. (2014). Study jams: Animal adaptations. Retrieved from http://studyjams.scholastic. com/studyjams/jams/science/animals/animal-adaptations.htm Sheppard Software. (n.d.). Animal classification: reproduction. (Baby animals!). Retrieved from www.sheppardsoftware.com/content/animals/kidscorner/kc_classification_babies.htm Smithsonian National Zoological Park. (n.d.). Kid farm at the national zoo: Caring for goats. Retrieved from http://nationalzoo.si.edu/Animals/KidsFarm/InTheBarn/Goats/ care.cfm

Books Dunn, M.R. (2011). Owls (Nocturnal animals). Mankato, MN: Capstone Press. McBrier, P., & Lohstoetler, L. (2004). Beatrice’s goat. New York: Aladdin Publishing. Markle, S. (2013). What if you had animal teeth? New York: Scholastics Books. Markle, S. (2014). What if you had animal hair? New York: Scholastics Books. Nagda, A., & Bickel, C. (2000). Tiger math. New York: Holt and Company. Nagda, A., & Bickel, C. (2002). Chimp math. New York: Holt and Company. National Geographic. (2010). National geographic wild animal atlas: Earth’s astonishing animals and where they live. Washington, DC: National Geographic Books. Tuchman, G. (2013). Scholastic discover more reader level 1: Petting zoo. New York: Scholastic Books. Whipple, L., & Carle, E. (1989). Animals animals. New York: Philomel Books.

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APPENDIX C Sample STEM Road Map Module Curriculum Planning Template Carla C. Johnson, Erin E. Peters-Burton, and Catherine Koehler

STEM ROAD MAP CURRICULUM MODULE OVERVIEW STEM Road Map Module Theme and Grade Level: STEM Road Map Module Topic: Module Summary Identify how the project fits into the big picture, develops authentic skills, and embraces habits of mind of the discipline.

Established Goals/Objectives Students will understand (big ideas/key knowledge), know, be able to do what (key skills)? • • •

What are the big ideas (cross cutting themes) in the project? How does it address science and engineering practices? How does it address mathematics and language objectives?

Challenge and/or Problem for Students to Solve:

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Content Standards Addressed in STEM Road Map Module Next Generation Science Standards

Common Core Mathematics

Common Core ELA

21st Century Skills Addressed in the STEM Road Map Module 21st Century Skills

Learning Skills and Technology Tools (from P21 framework)

Teaching Strategies

Evidence of Success

21st century interdisciplinary themes Learning and innovation skills Information, media, and technology skills Life and career skills

Launch To launch inquiry and spark curiosity. (This is how you will launch the PBL.)

Prerequisite Key Knowledge What are the key concepts that are most important for students to know in each discipline for the unit?

Appendix C

Prerequisite Key Knowledge

Application of Knowledge

339

Differentiation for Students Needing Knowledge

Desired Outcomes and Monitoring Success Identify student outcomes to be met through the unit. Some students may be successful given only the desired outcomes, while other students may need scaffolding by providing benchmark goals along the way. Students can use these desired outcomes to self-monitor and check that they are progressing in a positive direction.

Desired Outcome

Evidence of Success in Achieving Identified Outcome Performance Tasks

Other Measures

Assessment Plan Define the products and artifacts for the project. Be sure to include a variety of assessments for learning that are closely tied to the content, learning skills, and technology tools outcomes. The products and criteria must align with the objectives and outcomes for the project. State the criteria for exemplary performance for each product. Plan for assessments that provide student feedback as the project progresses and provide for a culminating appraisal of performance or product with an accompanying rubric that clearly assesses the learning targets.

Major Group Products Major Individual Products/Deliverables

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Resources School-based Individuals: Technology: Community: Materials:

STEM Road Map Module Timeline—Five Weeks STEM Road Map Module Schedule Week One—Very brief sentence about activities of the day. Day 1

Day 2

Day 3

Day 4

Day 5

Launch the module.

STEM Road Map Module Schedule Week Two Day 6

Day 7

Day 8

Day 9

Day 10

Day 14

Day 15

Day 19

Day 20

Day 24

Day 25

STEM Road Map Module Schedule Week Three Day 11

Day 12

Day 13

STEM Road Map Module Schedule Week Four Day 16

Day 17

Day 18

STEM Road Map Module Schedule Week Five Day 21

Day 22

Day 23

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LESSON PLAN #1—TOPIC—GRADE LEVEL Lesson Title: Lesson Summary Summarize the lesson/mini-abstract

Essential Question(s) What questions will guide student learning in this lesson?

Established Goals/Objectives Students will understand (big ideas/key knowledge), know, be able to do what (key skills)? Time required:

Necessary Materials Standards Addressed in STEM Road Map Module Lesson Next Generation Science Standards: Common Core Mathematics: Common Core ELA: 21st Century Skills:

Key Vocabulary

Definition

Teacher Background Information What content does the teacher need to know about to deliver this lesson? Brief summary.

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Lesson Preparation What will the teacher need to plan ahead of time for this lesson?

Learning Plan Components Introductory Activity/Engagement Describe how you will launch the lesson, gain student attention/interest, etc.

Science Class

Mathematics Class

ELA Class

Social Studies Class

Activity/Investigation How will students dig deeper? Research, creating something, experimenting/ testing, collecting other data.

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Science Class

Mathematics Class

ELA Class

Social Studies Class

Explain What components will the teacher explain/discuss/teach to students in this lesson?

Science Class

Mathematics Class

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ELA Class

Social Studies Class

Extend/Apply Knowledge What opportunities will students have to apply what they have learned through their work in this lesson explicitly, if any?

Science Class

Mathematics Class

ELA Class

Appendix C

Social Studies Class

Assessment Performance tasks:

Other measures:

Internet Resources

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ABOUT THE CONTRIBUTORS

Ian C. Binns, Assistant Professor of Science Education, University of North Carolina at Charlotte Mark A. Bloom, Associate Professor of Biology, Dallas Baptist University Susan Bodary, Principal, Education First Jonathan Breiner, Associate Professor of Chemistry, University of Cincinnati Lynn A. Bryan, Professor of Science Education, Purdue University Steven R. Burton, Science Outreach Coordinator, Loudoun County Public

Schools Brenda M. Capobianco, Associate Professor of Science Education, Purdue

University James M. Caruthers, Professor of Chemical Engineering, Purdue University Jennifer Drake-Patrick, Assistant Professor of Literacy, George Mason University S. Selcen Guzey, Assistant Professor of Science Education, Purdue University Carla C. Johnson, Associate Dean for Engagement and Global Affairs and Professor of Science Education, Purdue University

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About the Contributors

Catherine Koehler, Assistant Professor of Science Education, Southern Connecticut

State University Kristin L.K. Koskey, Associate Professor of Education Foundations, University

of Akron Amanda Laurier, Curriculum Designer, Johns Hopkins University Andrea R. Milner, Assistant Professor of Science Education, Adrian College Tamara J. Moore, Associate Professor of Engineering Education, Purdue University Carolyn Parker, Assistant Professor of Science Education, Johns Hopkins University Chea L. Parton, Research Assistant in English Education, Purdue University Erin E. Peters-Burton, Associate Professor of Science Education and Educational

Psychology, George Mason University Jennifer Rankin, Assistant Professor of Mathematics and Language Arts Education, Frostburg State University Alberto J. Rodriguez, Professor of Science Education, Purdue University Gillian H. Roehrig, Professor of Science Education, University of Minnesota Padmanabhan Seshaiyer, Professor of Mathematics, George Mason University Toni A. Sondergeld, Assistant Professor of Educational Assessment, Bowling

Green State University Gregory E. Stone, Professor of Research and Measurement, University of Toledo Jennifer Suh, Associate Professor of Mathematics Education, George Mason

University Juliana Utley, Associate Professor of Mathematics Education, Oklahoma State

University Janet Walton, Visiting Assistant Professor of STEM Education, Purdue University Shaun Yoder, Senior Consultant, Education First

INDEX

Page numbers in bold refer to tables, italics refer to figures; numbers in parentheses refer to grade active learning 203, 204, 206 actuaries 105, 161 advocacy, STEM 212, 214, 219, 220, 226–7 aerodynamics 106, 239, 298 aerospace engineers 113 agriculture 109–10, 129, 143 alternative energy 119, 259, 260. See also renewable energy; solar energy; thermal energy America COMPETES Act 17–18 amusement parks (6) (12) 44, 98, 100, 101, 152, 153–5 analytic rubrics 177 Anderson, L.W. 168 animals (K) 318, 319, 324, 325, 329–35. See also goats (K); petting zoo (K) app creation 135, 140, 159 aquariums/terrariums (3) 69, 73–5 architects 104–5 Arizona STEM Network 231 art 41–2, 43, 66, 96, 125 assessments 165–87; backwards design 166–7; benchmark 216, 218, 224; Bloom’s Revised Cognitive Taxonomy and 168–9; Data-Driven Decision Making (DDDM) and 180–6; diagnostic 165–6, 184; errors and 171–2, 179–80; formative 165–6, 184; integrated curriculum and 230;

item analysis and 187; keywords 168–9; learning objectives (LOs) and 167–71; matrices and 182–4, 185; multiplechoice 171–4, 181; objective 171, 182, 183; petting zoo (K) and 316; rubrics 176–80, 184, 186–7; self-constructed 171–2, 174–6, 182, 185; smart phones (12) and 155; state standards and 166–7, 169–71; STEM integration and 25; STEM notebooks (K-2) and 43; STEMx Sustainability Compass and 223; summative 165–6, 184; teachers and 166; tools 171–6 astronomers 51, 312 atoms (11) 144, 148, 181 at-risk students 192 audio engineers 58 authentic contexts 26, 27–8, 126, 195, 197, 198 automotive x-challenge (7) 290–309; engineer it! 240, 284, 298–9, 306–9; fact or friction? 246, 290–5; overview 304–7; ready, set race: the x-challenge 246–7, 295–304; transportation/ motorsports and 107, 239 Automotive X-Prize 240, 248–9, 250 baking soda and vinegar balloons (7) 259, 261, 263, 265 ball drop activity (7) 266–9, 270–2

350

Index

Beatrice’s Goat (McBrier) 320, 328–9, 330 benchmark assessments 216, 218, 225 biodiversity 125, 135, 137, 139 biology 78, 124, 331 biomedical engineers 113 Black students 217 Bloom’s Revised Cognitive Taxonomy 168–9 blow it up! (7) 259, 261, 263, 265 Breiner, Jonathan 16 bridges 114, 117 Burning Glass Technologies 215 Bush Administration 17 business of amusement parks, the (12) 152, 153–5 business/industry partners 208, 211, 212. See also multi-sector partnerships Buxton, C. 193 California STEM Learning Network 222, 228 car crashes (12) 152, 153, 155–7, 268 car design (7) 266, 268, 295–8, 304–7 carbon cycling 127, 130, 139 career awareness. See STEM careers Carnegie Foundation 3, 4 carpenters 121–2 cause and effect: eighth grade and 114–16; eleventh grade and 144–6; fifth grade and 86–7; first grade and 51–2; fourth grade and 79; grades K-2 and 41, 42; grades 9-12 and 125; grades 6-8 and 97; grades 3-5 and 69; kindergarten and 44–5; ninth grade and 126–8; problem-/project-based learning (PBL) and 20; second grade and 59–60; seventh grade and 106–7; sixth grade and 98–100; as STEM theme 6; tenth grade and 135–7; third grade and 70–1; twelfth grade and 153–5. See also individual topics Census Bureau, U.S. 192 change over time—our schoolyard garden (2) 42, 63–5 changing environment, the (natural hazards) (2) 42, 59–60, 61 changing world, the (window box gardens) (1) 52, 54–5 characteristics, effective STEM 228–32 chemical energy 257, 259, 261 chemistry 116, 124, 143, 144, 145, 168–70 Chimp Math (Nagda) 331 civil engineers 66, 85, 90, 105

class sizes 191, 228 Clever Crazes for Kids (website) 42, 76 climate 57, 59, 97, 324–6 climate change 99, 130, 139, 153, 158 climate change mitigation (5) 87, 92–4 climatologists 59, 76–7 coalitions, STEM 211–12 cognitive taxonomies 167–9 collaboration 31, 97, 126, 273, 298, 306 collective impact model 219 collective participation, teacher 203, 205, 206 college 3, 217, 218. See also postsecondary pipeline Common Core State Standards in English Language Arts (CCSS-ELA) and Mathematics (CCSS-M): eighth grade 115–16, 118, 119, 121; eleventh grade 145–6, 147, 148, 150, 151; fifth grade 88, 89, 90–1, 92, 93–4; first grade 54, 55, 56–7, 58; fourth grade 80, 81, 82, 83, 84–5; grades K-2 and 42–3, 66; grades 9-12 and 124–5; grades 6-8 and 96; grades 3-5 and 69; kindergarten 45, 46, 48, 49, 313; mathematical thinking and 30; as national standard 28; ninth grade 128, 129–30, 131, 132–3, 134; Race to the Top and 18; second grade 61, 62–3, 64, 65; seventh grade 107, 108–10, 111, 112, 241–3; sixth grade 99–100, 101, 102, 103, 104; states and 217, 229; STEM Road Map and 4, 20, 41, 66; tenth grade 136–7, 138, 139–40, 141, 142–3; third grade 71–2, 73, 74, 75, 77; twelfth grade 154–5, 156, 158–9, 160 communication 42, 97, 98, 100–1, 102, 126 communication by sound (1) 52–3, 54 communities, STEM 213–28; benchmark areas and 216–8, 224; California STEM Learning Network and 221, 227; Lenoir, North Carolina and 220–1; local partnerships and 219–20, 222; policy development and 212–13, 227–8; STEMx Sustainability Compass and 223; tools, resources for 223; workforce needs and 214–16 compost (5) 69, 86, 87, 91–2 conservation, energy 69, 142, 153, 239, 260. See also Law of Conservation of Energy conservation, water (4) 79, 84–5

Index

conservation organizations 129, 137–8 construction materials (11) 144, 146 construction occupations 120–2, 134 content knowledge 27, 205, 206 Core Conceptual Framework for Professional Development 203–6 cost estimators 113 cost-benefit analyses 100, 102, 144, 150–1 creating the next smart phone (12) 152, 153, 155, 156 critical thinking 4, 31, 68, 97, 126, 152. See also 21st century skills cross-cultural education 31, 189–94, 201. See also cultural inclusivity; sociotransformative constructivism (sTc) Crowther, D.T. 193 cultural inclusivity 26, 27–8, 194–6, 199–201 curriculum, integrated 229–30 Dallara, Italy 252, 297, 299 data collection, STEM 180–6, 206–7, 214, 215, 224–6, 233 database administrators 113 Data-Driven Decision Making (DDDM) 180–6. See also data collection, STEM Davidson, Cheryl 215 day and night (K) 319, 322, 323 Dayton Regional STEM 222 decision models 114, 117–18 Department of Commerce, U.S. 215 Department of Education, U.S. 18, 180, 218 Department of Energy, U.S. 83 Department of Labor, U.S. 133–4, 143, 161 design engineers 106, 249 design journals, transportationmotorsports (7): automotive x-challenge and 294, 305, 307; materials matter and 270, 272–3; rubber bands and 279, 281, 288; start your engines and 246, 248, 251; student success evidence and 245; 21st century skills and 244 design justification 25 Desimone, L.M. 203, 206 dialogic conversation 195, 197, 198, 199 differentiated instruction 165, 231 disciplinary core ideas 9, 19, 28, 68, 181 documentaries, student 102, 106, 111–12, 127, 132, 135, 136, 139 drivers, Pre-K-12 STEM 225 Duncan, Arne 180

351

earth and sky patterns (K): content standards and 313; petting zoo and 45–6, 311–18, 320, 321, 328–9, 332–5; seasons and 45–6, 311–4, 315–24, 326, 328–9, 332–5; STEM Road Map and 44; weather and 45–6, 311–13, 315–19, 318–327, 333 earth drillers 134 earth formation (9) 126, 127–8 earth on the move (8) 114–16, 126 earth sciences 19, 124, 125, 229. See also earth and sky patterns (K); earth formation (9); earth’s spheres (9); earth’s systems (5) (9) earthquakes 79, 102–3, 115, 158 earth’s spheres (9) 127, 130, 131 earth’s systems (5) (9) 69, 87–8, 125, 126, 127, 130–3 earth/space sciences 229 ecological sustainability 69 ecologists 51, 59, 312 economists 114 ecosystem preservation (3) 70, 73–5 ecosystems 70, 74–5, 92, 110, 226–8. See also education ecosystems ecosystems modeling (10) 125, 135, 139–40 EDP (engineering design process). See engineering design process (EDP) Educate Texas 234 Education Council 227 education ecosystems 225–6 Education First 223 education pipeline (pre-K-12) 213, 216–18, 223. See also postsecondary pipeline EDvention 222 effective STEM program characteristics 228–32 eighth grade 114–23 elastic potential energy 257, 266–8, 270, 274–9 elastomers 274–81 electrical energy 257, 259 electricity 153–4 electromagnetic radiation 125, 149, 154 elementary schools 33. See also grade overviews eleventh grade 143–52 embedded technology 225, 232 enablers 226, 234 endangered species 56 energy. See energy transformations (7); Law of Conservation of Energy; let’s get energetic! (7); individual types of energy

352

Index

energy, renewable 69, 78, 135, 142, 143 energy, solar 69, 78, 79–81, 120 energy, sound 257, 259, 261, 268, 278 energy, thermal 120, 257, 259, 268, 275 energy alternatives 119, 259, 260. See also renewable energy; solar energy; thermal energy energy carbon capture and storage 143 energy conservation 69, 142, 153, 239, 260. See also Law of Conservation of Energy energy consumption 142, 153, 158 energy conversions 170–1, 258–60 energy efficiency 143, 149 energy flow activity 258–9 energy modeling 125 energy production 142 energy trading 143 energy transformations (7) 106, 239, 255, 266–8, 294, 296, 298 engineer it! (7): automotive x-challenge and 298–9, 306–9; fact or friction? and 293, 296; rubber band racers and 285, 287, 289, 290; start your engines and 245, 248, 250, 251; worksheets/design journals 253–5, 306–9 engineering: Engineering in K-12 Education (National Research Council) 32–3; Engineering in K-12 Education: Understanding the Status and Improving the Prospects (National Academy of Engineering) 8–9; Engineering is Elementary kit 33; failures and 5, 146; Framework for K12 Science Education, A (National Research Council) and 19, 229; historical curriculum initiatives and 15; Internet resources and 252; jobs/workforce and 13; K-12 and 9, 17; kindergarten and 43–4; learning centers and 196–9; learning from the past (8) and 114; Minnesota and 33; National Academy of Engineering (NAE) 8, 9, 17, 28; natural hazards (2) and 60; nature of engineering (NOE) 10; practices and 30, 32–3; Standards for K-12 Engineering Education (National Academy of Engineering/NAE) 28, 32–3; as STEM career (10) 143; STEM definition and 16–17; STEM integration and 23–5, 32–3; STEM Road Map and 4, 28–9; teacher content knowledge and 27; transportation-motorsports (7) and 240, 250. See also engineering

design; engineering design process (EDP); engineering habits of mind; engineering thinking; engineers engineering design 5, 9, 30, 91, 101, 125–6, 133, 146–7 engineering design process (EDP): compost (5) and 91; definition of 30; design justification and 25; Internet resources and the 252; rainwater analysis (5) and the 90; snow-proof school challenge (7) and the 252; transportation-motorsports (7) and the 34, 106, 239, 249, 251; X-Challenge (7) and the 295–6 engineering habits of mind 9, 15–16, 25, 30. See also engineering thinking Engineering in K-12 Education (National Research Council) 32–3 Engineering in K-12 Education: Understanding the Status and Improving the Prospects (National Academy of Engineering) 8–9 Engineering is Elementary kit 33 engineering thinking 5, 30, 34, 208–9, 249. See also engineering habits of mind engineers 50, 143. See also individual types of engineers English Language Learners’ (ELLs) 192–3, 194, 198 English/language arts (ELA): eighth grade and 114, 115, 116, 117, 119, 120; eleventh grade and 144, 146–7; fifth grade and 90, 91, 93; fourth grade and 80–1, 84; grades 9-12 and 124; highstakes testing and 204–5; kindergarten and 44, 47–8, 319–21, 323, 325, 326, 330–2; Next Generation Science Standards (NGSS), K-2 and 41; ninth grade and 127, 129; seventh grade and 106, 108, 109, 110, 112, 251, 252, 270; sixth grade and 100, 102; STEM and 4, 5, 28, 34; tenth grade and 135; third grade and 72, 73, 75; twelfth grade and 158. See also Common Core State Standards in English Language Arts (CCSS-ELA) and Mathematics (CCSS-M); transportationmotorsports (7) environment 97, 125, 135, 136–8, 141–3, 329. See also climate change; climate change mitigation (5); ecologists; ecosystem preservation (3); green economy sector

Index

environmental engineering technicians 104, 122 environmental engineers 66, 122 environmental management (10) 125, 135, 136–8 environmental scientists 78, 103–4, 113, 143 erosion and weathering management (9) 127, 129–30 erosion modeling (4) 79, 81–2 errors, assessment 171–2, 179–80 fact or friction? (7) 246, 290–5 farmers 331 federal funding 17–19 field station mapping (4) 79, 80 fifth grade 86–94 Finland vs. U.S. student achievement 191 first grade 51–9 fission 144, 148 501(c)(3) organizations 222 floods 102–3 food 111, 113, 119, 129, 136 footprint reduction (3) 70, 76 force 275, 290–5 formal and informal STEM learning opportunities 216, 225, 230–1 fossils 79, 116–17 fourth grade 78–86 Framework for 21st Century Learning (Partnership for 21st Century Learning) 10 Framework for K-12 Science Education, A (National Research Council) 19, 30, 32–3, 229 Framework for STEM Integration in the Classroom (National Research Council) 5 Fred Rogers Center 47 freshman (college) remediation 217, 218 friction 106, 239, 246, 290–5, 298 fusion 144, 148 future transportation (3) 70, 72 Future-Ready Tennessee: Developing STEM Talent for 2018 and Beyond (Tennessee STEM Innovation Network) 233 Galilei, Galileo 144, 145 gardens. See plants and gardens gateway courses 218 genetic disorders (7) 106, 108–10, 126 genetically modified organisms (GMOs) (7) 97, 106, 111–12, 126

353

geographers 51, 59, 134 geography 44, 47, 56, 57, 86, 87–9, 120 geology 86, 127–8 geoscientists 122, 134, 143 geotechnical engineers 94 global bonds (12) 152, 153, 157–9 Global Climate Change (GCC) 59 global competitiveness 13–14, 17, 217 global models (9) 125, 126, 127, 130, 131 global warming 98, 99, 139. See also climate change global water quality (6) 98, 101–2, 103, 126 GMOs (genetically modified organisms) (7) 97, 106, 111–12, 126 goals and policies, STEM 224–6, 233 goats (K) 320, 328–32, 335 grade overviews: K-2 41–3; 9–12 124–6; 6–8 96–7; 3-5 68–9 graphic artists 94 gravitational potential energy (GPE) 257, 266, 267, 268, 269, 279 gravity 294 green building rooftops (11) 144, 149, 150 green construction 143 green economy sector 134, 141–2, 143 Green Schools Initiative 76 Grossman, Mark 215 growth (1) 56–7 habitats, U.S. (K) 42, 44, 47, 48 habitats—local and far away (1) 42, 52, 56 habitats—our changing environment (2) 59–60 Hamilton, L. 180 healthy living (10) 135, 136–7 hearing specialists 58 Heifer International Project for Ending Hunger and Poverty 199 hibernation 321, 329, 332 high schools 33–4, 125, 217, 218. See also grade overviews higher level thinking skills 15, 168, 172. See also engineering habits of mind; engineering thinking Hispanic students 217 historians 122 History of Hydropower (website) 83 holistic rubrics 177, 178 Hoosier Tires 276, 281 horizontal alignment STEM partnerships 220, 221, 224, 230–1

354

Index

Horn, L. 192 horticulturalists 59 human experience optimization: eighth grade and 115, 120, 121; eleventh grade and 144, 149–51; fifth grade and 87, 92–4; first grade and 52, 57, 58; fourth grade and 79, 84–5; grades K-2 and 41, 42; grades 9-12 and 125; grades 6-8 and 97; grades 3-5 and 69; kindergarten and 44, 47–9; ninth grade and 127, 133, 134; problem-/projectbased learning (PBL) and 20; seventh grade and 106, 111–12; sixth grade and 98, 102–3; as STEM theme 8; tenth grade and 135, 141–3; third grade and 70, 76, 77; twelfth grade and 153, 158–60. See also individual topics human impact, nature (9) 125, 126, 127, 129, 133, 134 human impacts, climate (6) 98, 99–100 hurricanes 102–3 hydrologists 94 hydropower efficiency (4) 79, 83 hydrosphere 87, 90 hypotheses 197–8 ice cream, sociotransformative STEM and 196–200 impact minimization (8) 114, 119–20, 126 Indianapolis Speedway 292, 295 Individual Professional Development Plans (IPDP) 207–8 IndyCars 106–7, 249, 252, 266, 269–70, 286, 289, 304 inelastic collision 268 influence of the waves (1) 51–2, 53 infographics 130 informal and formal STEM learning opportunities 216, 225, 231 information, media, and technology skills 31, 244, 315. See also 21st century skills information and media literacy 31, 97, 126 infrastructures 118 infusion (engineering) 9, 17 innovation and progress: eighth grade and 114, 116, 117; eleventh grade and 144, 146–7; fifth grade and 87–9; first grade and 52–4; fourth grade and 79–81; grades K-2 and 41, 42; grades 9-12 and 125; grades 6-8 and 97; grades 3-5 and 69; ninth grade and 127, 129–30; problem-/project-based learning (PBL) and 20; second grade and 60–3;

seventh grade and 106, 107–9; sixth grade and 98, 100–1; as STEM theme 6–7; tenth grade and 135, 136–8; third grade and 70, 72, 73; twelfth grade and 153, 155, 156. See also individual topics inquiry based instruction 230 Institute of Education Sciences (IES) 180 integrated curriculum 230 integrated instruction 124–5 Integrated STEM. See STEM integration integrator, STEM 25 inter/multidisciplinary approach 4–5, 9, 25 international school partners 158 International Technology Education Association (ITEA) 17, 28 International Thermonuclear Experimental Reactor 148 IPCC Fifth Assessment Report 139 Is Your Mama, a Llama? (Guarino) 320, 331 jobs/workforce 3, 13, 213–16, 218, 220. See also global competitiveness; postsecondary pipeline Johnson, Nancy 200 journalists 50, 85–6 Jurgensen, Jerry 211 kindergarten 43–51. See also earth and sky patterns (K) kinetic energy 177–8, 257, 259–60, 267, 268, 278, 279. See also potential energy kinetic friction 291, 295. See also friction Krathwohl, D.R. 168 land use planning 63 landslides 127, 129 language arts. See Common Core State Standards in English Language Arts (CCSS-ELA) and Mathematics (CCSS-M); English/language arts (ELA) Lasting Impact: A Business Leader’s Playbook for Supporting America’s Schools (Allan, et al.) 224 Law of Conservation of Energy 106, 239, 255, 259, 266–70 lead teachers 96, 125 Learn to Earn Dayton 222 learning and innovation skills 31, 244, 315. See also 21st century skills learning centers 196 learning from our past (8) 114, 116–18, 126 learning objectives (LOs) 25, 167–71, 172

Index

Lee, O. 193 Lenoir County, North Carolina 221 let’s get energetic! (7) 246, 255–65 levees 69 life and career skills 31, 244, 315. See also 21st century skills life in space/space travel (7) 106, 107–8 life sciences 19, 143, 229 light 51–2, 108, 260, 261–2, 264 light up my life (7) 260, 261–2, 264 lobbyists 122 local/regional STEM partners 224–5 logisticians 113–14 Long Island, New York 215 Maglev trains 69, 153–4 magnetism 72, 153–4 making music (7) 259, 261, 262, 264 Mandinach, E.B. 180 Manhattan Project, the 148 manufacturing 143, 298 mapping (4) 78, 79, 80 mapping (engineering) 9 Maricopa County Education Association 231 marine ecosystems 139 marketing managers 105 material assembly (2) 42 material engineers 65–6 material science and space (2) 60–3 materials design 61–2, 125. See also construction materials (11) materials matter (7) 246, 266–73 materials science 60–3, 146, 267 mathematical thinking and reasoning 30–1 mathematicians 30, 50, 78 mathematics: actuaries and 105; Benchmarks for Science Literacy (American Association for the Advancement of Science/AAAS) and 15; as career 143; eighth grade and 114, 115, 116, 117, 119, 120; eleventh grade and 144, 148; fifth grade and 87, 88, 89, 91, 93; first grade and 52, 53, 54–5; fourth grade and 80, 81–2; freshman (college) remediation and 217; grades 9-12 and 124; high-stakes testing and 204–5; historical curriculum initiatives and 14; international student scores and 217; jobs/workforce and 13; kindergarten and 43–4, 46, 311, 319–21, 322–3, 325,

355

330–2; learning centers and 196–8; nature of mathematics (NOM) 10; New England Common Assessment Program (NECAP) and 216; Next Generation Science Standards (NGSS), K-2 and 41; practices and 29, 30, 34, 76; Project 2061: Science for All Americans (American Association for the Advancement of Science) (AAAS) and 15; second grade and 60, 63; seventh grade and 106, 107, 108, 109, 112; sixth grade and 98, 99, 100; state assessments and 217; STEM integration and 23–5, 27; teacher content knowledge and 27; tenth grade and 135, 140; third grade and 70–1, 72, 76; twelfth grade and 153, 154, 155–6. See also Common Core State Standards in English Language Arts (CCSS-ELA) and Mathematics (CCSS-M); transportation-motorsports (7) matrices 182–4, 185 matter 125, 145 MC2 STEM (Cleveland) 229 mechanical energy 257, 259, 260, 261, 268, 278 media literacy. See information, media, and technology skills medical sonographers 120 medicine 105, 109, 114, 116, 117, 120 metacognition 195, 197, 198, 199 meteorologists 51, 76–7, 312 microbiologists 105, 113 middle schools 33. See also grade overviews migration 321, 329, 332 mineral resources (11) 143–4, 149–51 Minnesota 33 modeling ecosystems (10) 125, 135, 139–40 models, global 125, 126, 127, 130, 131 module curriculum planning template 337–45 modules, STEM instructional 34, 66 moon 319, 322, 323 Moore, Tamara J. 5 motion 42, 70, 72 motorsports. See transportationmotorsports (7) multimedia 89, 127–8 multiple-choice items 171–4, 181 multi-sector partnerships 214, 219–26, 230–1

356

Index

music 43, 52–3, 66, 96, 125 music box (7) 259, 261, 262, 264 nanotechnologists 66 NASA (National Aeronautics and Space Administration) 18, 61–2, 107–8, 133 Nascar 106–7. See also IndyCars; transportation-motorsports (7) Nation at Risk, A (National Commission on Excellence in Education) 15 National Academy of Engineering (NAE) 8, 9, 17, 28 National Academy of Science (NAS) 13 National Aeronautics and Space Administration (NASA) 18, 61–2, 107–8, 133 National Assessment of Educational Progress (NAEP) 217 National Association for the Education of Young Children (NAEYC) 41–3, 47, 66 National Commission on Teaching and America’s Future 191 National Council for the Teaching of Mathematics (NCTM) 166 National Education Longitudinal Study 192 National Energy Education Project (NEED) 257, 260 National Ignition Facility 148 National Oceanic and Atmospheric Administration (NOAA) 18 National Research Council (NRC) 3, 15, 32–3 National Science and Technology Council (NSTC) 18, 19 National Science and Technology Summit 17–18 National Science Education Standards (NSES) 15, 19 National Science Foundation (NSF) 14, 16, 18, 231 National Science Teachers Association (NSTA) 166 national STEM partners 224–5 National Weather Service 71 Nationwide Insurance 211, 213 natural catastrophes (12) 152, 153, 158–60 natural environments, rebuilding (10) 125, 135, 141–3 natural hazards (2) 60 natural hazards (6) 98, 102–3, 104, 126. See also natural catastrophes (12) naturalists 331

nature, human impact on (9) 126, 127, 129, 133, 134 nature of engineering (NOE) 10 nature of mathematics (NOM) 10 nature of science (NOS) 9–10 nature of technology (NOT) 10 nature patterns. See world patterns/living things impact (K) New England Common Assessment Program (NECAP) 216 New Hampshire 216 New Mexico 231 New York 215, 223, 231 Newton, Issac 145 Newton’s Third Law 241 Next Generation Science Standards (NGSS): California STEM Learning Network and 228; eighth grade and 115, 118, 119, 121; eleventh grade and 145–6, 147, 148, 150, 151; engineering design and 29–30; equipment, class size and 191; fifth grade and 88, 89, 90–1, 92, 93; first grade and 54, 55, 56–7, 58; fourth grade and 80, 81, 82, 83, 84–5; grades K-2 and 41, 66; grades 9-12 and 124–5; grades 6-8 and 96; grades 3-5 and 69; infusion and 9; kindergarten and 45, 46, 48, 49, 312, 313; learning objectives (LOs) and 170–1; ninth grade and 128, 129–30, 131, 132–3, 134; second grade and 61, 62–3, 64, 65; seventh grade and 107, 108–10, 111, 112, 240, 241–3; sixth grade and 99, 101, 102, 103, 104; as standard 19–20, 28; standards integration and 17; states and the 217; STEM curriculum and 4; tenth grade and 136–7, 138, 139–40, 141, 142–3; third grade and 71–2, 73, 74, 75, 77; twelfth grade and 154–5, 156, 158–9, 160 ninth grade 126–34 No Child Left Behind 190 noise reduction 149 North Carolina 220–1, 227, 231 North Shore-LIJ Health System 215 North Wind and the Sun, The (McNamee) 319, 323 NRC (National Research Council) 3, 15, 32–3 nuclear energy 257 nuclear engineers 152 nuclear field 152 nurses, registered 105

Index

ONET OnLine (website) 133–4, 161 ONET OnLine Database (website) 141–2, 143, 152 Obama Administration 18–19 objective assessments 171, 182, 183. See also multiple-choice items occupations, STEM 214–6, 218. See also STEM careers; individual careers Ohio STEM education 211–12, 222–3, 226–9, 230, 231 Opportunity Equation, The (Carnegie Foundation) 3–4 optimizing the human experience. See human experience optimization optometrists 57–8 orchestras 52–3 our changing school environment (K) 42, 44, 49 our school yard garden (2) 42, 63–5 Papa, please get the moon for me (Carle) 319, 323 parent involvement 192 partners, STEM 211–12, 213, 214, 219–26, 228. See also states Partnership for 21st Century Skills (P21) 31 patterns and the changing world (1) 52, 54–5 patterns on the earth and in the sky (K). See earth and sky patterns (K) pedagogy 193–4, 195 performance assessments. See assessments periodic tables 144, 145 petting zoo (K) 45–6, 311–18, 320, 321, 328–9, 332–5 physical education 41–2 physical sciences 19, 229 physics 44–5, 124, 143 plants and gardens: compost (5) 91 and; earth and sky patterns (K) 312, 313, 318, 319 and; green building rooftops (11) 143–4, 149, 150 and; healthy living (10) 136 and; horticulturalists 59; our school yard garden (2) 42, 63–5; rainwater analysis (5) and 89–90; window box gardens (1) 52, 54–5 plate tectonics 79, 114, 115 policies, STEM 213–28; data and 213–19, 224–6; definition of 213; drivers/ enablers and 226; education pipeline and 216–19; horizontal/vertical alignment and 224–6; multi-sector

357

partnerships and 212, 214, 219–26, 230–1; professional development and 204–5, 206, 228; sociotransformative constructivism (sTc) and 195, 200–1; states and 212, 226–8, 233; transformative 214, 225; workforce needs and 213–16 policy makers 3, 194, 213–14, 229 political scientists 122 population density (7) 106, 109–11 postsecondary education 215, 217–19, 226 postsecondary pipeline 216, 218–20, 223–4, 233 potential energy 177–8, 257, 259–60, 284. See also elastic potential energy; gravitational potential energy (GPE) practices, STEM 29–31 precipitation 322, 324 predict, observe, explain (POE) 196 pre-K-12 pipeline 213, 216–18, 223 prior knowledge 26, 126, 128, 142, 315 probability and statistics 140 probeware 197–9 problem-/project-based learning (PBL): definition of 20, 32; eighth grade and 114–15; eleventh grade and 144, 152; fifth grade and 87; first grade and 52; fourth grade and 79; inquiry based learning and 230; integrated curriculum and 229–30; kindergarten and 44; ninth grade and 126–7; professional development and 204, 208–9; second grade and 60; seventh grade and 106; sixth grade and 98; STEM integration and 5, 26; student thinking and 8; tenth grade and 135; third grade and 70; twelfth grade 153. See also individual topics professional development 19, 33, 191–2, 203–9, 212, 228–9, 231, 233 Programme for International Student Assessment (PISA) 217 Progressive Insurance 248, 252 Project 2061: Science for All Americans (American Association for the Advancement of Science) (AAAS) 15, 19 Project Lead the Way (PLTW) Gateway to Technology 33 promotions managers 105 prototype design rubric (transportationmotorsports) (7) 300–3 P21 Framework (Partnership for 21st Century Skills) 31

358

Index

public policy. See policies, STEM; states public-private partnerships 228–9, 233–4. See also multi-sector partnerships Punnett Squares 108–9 race day event 107, 239, 249, 297, 304 race engineers 249 Race to Space 14 Race to the Top 18, 206 racecars (7): fact or friction? and 290, 292, 293, 294; Internet resources and 252; materials matter and 266, 268, 269–70, 271; rubber band racers and 246, 283–90; stretching it and 274, 276, 277. See also automotive x-challenge (7); race day event radioactivity (11) 144, 148–9, 152 rainwater analysis (5) 69, 86, 87, 89–91 reaction rates 144, 145 ready, set race: the x-challenge (7) 246–7, 295–304 Reason for Seasons, The (Gibbons) 319 rebuilding the natural environment (10) 125, 135, 141–3 recreational STEM (3) 70, 72–3, 74 recycling and waste reduction 143 reflexivity 195, 196, 198, 199 registered nurses 105 remediation 217, 218 renewable energy 69, 78, 135, 142, 143. See also solar energy; thermal energy represented world, the: eighth grade and 114, 116–18; eleventh grade and 144, 148–9; fifth grade and 87, 89–91; first grade and 52, 54–5; fourth grade and 79, 81–2; grades K-2 and 41, 42; grades 9-12 and 125; grades 6-8 and 97; grades 3-5 and 68–9; ninth grade and 127, 130; problem-/project-based learning (PBL) and 20; second grade and 60, 63–5, 64; seventh grade and 106, 108–9; sixth grade and 98, 100–1, 102; as STEM theme 7; tenth grade and 135, 139–40; third grade and 70, 72–3, 74; twelfth grade and 153, 155–7. See also earth and sky patterns (K); individual topics Rising Above the Gathering Storm (National Academy of Science) 13–14 rock formations 79 rocks/fossils 116–17 Rodriguez, Alberto J. 193 Roehrig, Gillian H. 4

roll of physics in motion, the (roller coasters) (K) 44–5 rubber bands (7) 246, 274–83, 283–90 rubrics 176–80, 184, 186–7, 273, 300–3, 327 sand energy/shakers (7) 258, 259, 261, 262–3, 265 scavenger hunt for patterns (K) 319, 322 school administration 194, 204–5, 208–9, 225 school climate development 232 school nutritionists 136 schoolyard engineering (5) 86–7, 88 science: education history of 14–15; eighth grade and 114, 115, 116, 119; elementary schools and 216; eleventh grade and 144, 145, 146–7, 151; fifth grade and 87, 90, 91, 92–4; first grade and 57; fourth grade and 79–80, 83; Framework for K-12 Science Education, A (NRC) and 19, 29–30, 32–3, 229; grades K-2 and 41–2, 43; grades 9-12 and 124; grades 6-8 and 96; grades 3-5 and 68–70; high-stakes testing and 204–5; international student scores and 217; jobs/workforce and 13; kindergarten and 43, 44, 319–21, 322, 324, 325, 330–2; learning centers and 196–8; modules and 34; National Academy of Science (NAS) 13; National Science and Technology Council (NSTC) 18, 19; National Science Foundation (NSF) 18; national science standards 15; nature of science (NOS) 9–10; New England Common Assessment Program (NECAP) and 216; ninth grade and 127–8, 127; No Child Left Behind and 190–1; practices and 29; Project 2061: Science for All Americans (American Association for the Advancement of Science) (AAAS) 15, 19; second grade and 60, 63; seventh grade and 106, 108, 109, 110, 112, 281, 298; sixth grade and 98, 99, 100, 101–2; state assessments and 216, 217; STEM integration and 23–5; teacher content knowledge and 27; tenth grade and 135; third grade and 70, 76; transportation-motorsports (7) and 106, 240; twelfth grade and 153. See also Next Generation Science Standards (NGSS) Science and Engineering Practices 9

Index

scientific illustrations 43, 59 scientific inquiry 29, 125 scientific method 249, 251, 252 scientists 50 seasons (K) 45–6, 311–14, 315–24, 328–9, 332–5 second grade 59–66 seismic activity 69, 79. See also earthquakes seismologists 85–6 self-constructed assessments 171–2, 174–6, 182, 185 semiconductor processors 122 seventh grade 105–14. See also transportation-motorsports (7) shadows data (schoolyard engineering) (5) 86–7 sixth grade 97–105 smart phones (12) 152, 153, 155, 156 snow day friction! 292 snow-proof school challenge 250, 251–2, 255 social relevance 26, 27–8, 194–6 social studies: eighth grade and 114, 116, 117–18, 119, 120; eleventh grade and 144; fifth grade and 87, 89–90, 92; first grade and 52, 56, 57; fourth grade and 79, 82, 83, 84; grades 9-12 and 124; kindergarten and 44, 47, 326, 330–2; modules and 34; National Association for the Education of Young Children (NAEYC) and 41–2; ninth grade and 127; No Child Left Behind and 190–1; second grade and 60, 64–5; seventh grade and 106, 108, 110, 111–12; sixth grade and 98, 100, 102, 103; STEM and 5, 66; tenth grade and 135; third grade and 70, 75; twelfth grade and 153. See also transportation-motorsports (7) Society of Automotive Engineers 155 sociotransformative constructivism (sTc) 190, 194–200 software developers 122 soil erosion 78, 79, 81–2, 90, 94, 129 solar energy 69, 78, 79–81, 120 sound 51–4, 58, 108 sound energy 257, 259, 261, 268, 278 space 62, 97, 126, 229 space life/travel (7) 106, 107–8 speed 106, 239, 268, 283–90, 298 Spirit Aero-Systems 221 stakeholders 136, 213, 219–20, 228. See also multi-sector partnerships

359

standardized tests 190–1 Standards for K-12 Engineering Education (National Academy of Engineering/ NAE) 28, 32–3 Standards for Technological Literacy 28 standing on the shoulders of giants (11) 144, 145–6 Stapp Car Crash Journal, The 155 start your engines (7) 240, 245, 246, 248–51 state standards 166–7, 169–71, 207–8 states 33, 211–12, 215–17, 219–24, 226–34. See also individual states static friction 291 statisticians 94, 105 statistics and probablity 140 sTc (sociotransformative constructivism) 190, 194–200 STEM: content areas and 4; definitions of 16–17, 213; engineering and 4, 5, 9; English/language arts (ELA) and 4, 5; federal government and 17–19; global competitiveness and 13–14; inter/multidisciplinary approach and 4, 9; jobs/workforce and 3, 13; mathematics and 4; National Science and Technology Council (NSTC) goals and 18; nature of 9–10; Next Generation Science Standards (NGSS) and 19–20; practices 29–31; science education history and 14–15; social studies and 5; teachers and 18, 19; teams, student and 5; technology, engineering infusion and 9–10. See also STEM careers; STEM integration; STEM Road Map Overviews; STEM themes; individual grades; individual topics STEM careers: eighth grade and 120–2; eleventh grade and 152; environmental preservation and 118–19; fifth grade and 94; first grade and 57–9; fourth grade and 85–6; future career explorations and 66; grades K-2 and 42, 43, 49–51, 65–6, 331, 332; ninth grade and 133–4; seventh grade and 113–14; sixth grade and 103–5; STEM drivers and 225; tenth grade and 143; third grade and 76–8; twelfth grade and 160–1; websites and 42, 76, 133–4, 141–2, 143, 152, 161. See also individual careers STEM drivers, Pre-K-12 225 STEM Immersion Guide (Arizona) 231 STEM Innovations, LTD 233

360

Index

STEM integration 23–34; characteristics of 24–6; content/context integration and 24; definition of 23–4; engineering and 4–5, 24–5, 29–30, 32–4; Framework for STEM Integration in the Classroom (National Research Council) 5; instruction practices and 29–31; K-12 continuum and 33–4; overview of 34; problem-/ project-based learning (PBL) and 5, 31–2; teachers and 26–9; 21st century skills and 5, 31 STEM leadership teams 221 STEM Master Teacher Corps 19 STEM notebooks/journals 43, 46, 55, 59, 63, 311. See also design journals, transportation-motorsports (7) STEM Road Map Curriculum Module Planning Template 10, 337–45 STEM Road Map overviews: eighth grade and 114–15; eleventh grade 144; fifth grade 87; first grade 52; fourth grade 79; grades 9-12 124–6; grades K-2 42, 66; grades 6-8 and 96–7; grades 3-5 68–9; kindergarten 44; ninth grade 126–7; second grade 60; seventh grade 106; sixth grade 98; tenth grade 135; third grade 70; twelfth grade 153. See also individual topics STEM School start-up process 232–3 STEM themes 4, 6–8, 20. See also cause and effect; human experience optimization; innovation and progress; represented world, the; sustainable systems STEMx (multi-state STEM partnership) 221–2, 223 Straight ‘A’ Fund, Ohio’s 232 “Strategies that Engage Minds” (NC STEM) 221 stretching it (7) 246, 274–83 student achievement 190–1, 192, 195, 217, 228. See also assessments sun, the (K) 46, 311–12, 313, 319, 322, 323 sun’s role, earth life (8) 114, 115, 120, 121, 126 survival and reproduction (10) 135, 139–41 survival on earth-water (1) 42, 52, 57, 58 sustainable systems: eighth grade and 114, 118–20; eleventh grade and 144, 149, 150; fifth grade and 87, 91–2, 92; first grade and 52, 56–7; fourth grade and

79, 83; grades K-2 and 41, 42; grades 9-12 and 125; grades 6-8 and 97; grades 3-5 and 69; kindergarten and 44, 48; ninth grade and 127, 130–3; problem-/project-based learning (PBL) and 20; second grade and 60, 63–5; seventh grade and 106, 109–11; sixth grade and 98, 101–2, 103; as STEM theme 7–8; tenth grade and 135, 139–41; third grade and 70, 73–5; twelfth grade and 153, 157–9. See also individual topics swing set construction (3) 72–3 systems theory 131–2 Taft, Bob 226 Teacher Corps programs 17–18, 19 teachers: change resistance and 193–4; educational leadership and 27; effective STEM and 217, 218, 225, 228–9; engineering and 8–9; high school 124–5; K-2 STEM Road Map themes and 42–3; lead teachers (9-12) and 125; resources lack and 191–2; as STEM drivers 225; STEM integration and 26–9; STEM road map curriculum and 4, 124; STEM school start-up and 232; STEM training and 18, 19; teams of 33, 204, 209, 231, 232. See also assessments; Data-Driven Decision Making (DDDM); professional development Teaching Institute for Excellence in STEM (TIES) 227 teams, community 232 teams, student 5, 24, 25, 32. See also individual topics teams, teacher 33, 204, 209, 231, 232 technology: as critical STEM component 43; Data-Driven Decision Making (DDDM) and 181; early childhood education and 47; embedded 231–2; Framework for K-12 Science Education, A (Framework) (NRC) and 19, 229; genetic disorders (7) and 109; habitats-near and far (1) and 56; International Technology Education Association (ITEA) 17, 28; jobs/ workforce and 13; learning centers and 196–9; nature of technology (NOT) 10; practices and 29; STEM definition and 16–7; teacher content knowledge and 27 technology literacy 28, 31. See also 21st century skills

Index

tectonic plates 79, 114, 115 temperature probes 197–9 temperatures 71, 258–9, 261, 262–3, 322, 324 templates 10, 337–45 Tennessee STEM 223, 230, 233 tenth grade 135–43 terrariums/aquariums 3, 69, 73–5 terrestial ecosystems 139 Tevithick, Richard 72 Texas 223, 231, 234 thermal energy 120, 257, 259, 268, 275 thermonuclear power 148 third grade 69–78 Third World countries 116 Tiger Math (Nagda) 331 tires 274, 276, 277, 278, 281, 292 Too hot? Too cold? Keeping body temperature just right (Arnold and Patterson) 324 topographers 85–6 tornadoes 102–3 trains 72. See also Maglev trains transformation stations 259–65 transformative STEM policies 214 transportation: earth formation (9) and 127, 129; footprint reduction (3) and 76; grades 6-8 and 97, 126; local departments of transportation 117; as STEM career (10) 143; third grade and 70, 76; urban planners and 86 transportation-motorsports (7) 239–309; assessment and 245, 252; cause and effect and 106–7; content standards and 241–3; engineer it! and 253–5; English/ language arts and 240, 259, 260, 281, 288, 293, 298; essential questions and 245–6; fact or friction? and 246, 290–5; goals, objectives 239–40, 248; Internet resources 252; launch and 240; learning plan components and 250–2; lesson preparation and 249–50; let’s get energetic! and 246; materials matter and 246, 266–73; mathematics and 240, 251, 252, 259, 260, 270, 280, 281, 288, 293, 298; module summary 34, 239; NGSS (Next Generation Science Standards) and 240; outcomes and 245; overview of 106–7; ready, set race: the x-challenge and 246–7, 295–304; rubber bands and 246, 274–9, 279–83, 283–90; snow-proof school challenge and 250, 251–2, 255; social studies and 240, 251, 252, 259, 260, 270, 280, 281, 288–9, 294, 298; start your engines

361

and 240, 245, 246, 248–51; teacher background information and 248–9, 256–7; timeline of 246–7; 21st century skills and 244. See also automotive x-challenge (7); design journals, transportation-motorsports (7) T-STEM (Texas) 234 tsunamis 102–3 Turning Despondency into Hope: Charting New Paths to Improve Students’ Achievement and Participation in Science Education (Rodriguez) 190 twelfth grade 152–61 21st century skills: definition of 25, 31; eighth grade and 115–16, 118, 119–20, 121; eleventh grade and 145–6, 147, 148, 149, 150, 151; fifth grade and 88, 89, 90–1, 92, 93–4; first grade and 54, 55, 56–7, 58; fourth grade and 80, 81, 82, 83, 84–5; grades K-2 and 42–3; grades 9-12 and 124–5, 126; grades 6-8 and 96, 97; grades 3-5 and 69; interdisciplinary themes and 244; kindergarten and 45, 46, 48, 49, 314; ninth grade and 128, 129–30, 131, 132–3, 134; Partnership for 21st Century Skills (P21) 31; second grade and 61, 62–3, 64, 65; seventh grade and 34, 107, 108–10, 111, 112, 240, 244; sixth grade and 99–100, 101, 102, 103, 104; tenth grade and 136–7, 138, 139–40, 141, 142–3; third grade and 71–2, 73, 74, 75, 77; twelfth grade and 154–5, 156, 158–9, 160 21st Century Skills Framework 4, 28 United Nations Intergovernmental Panel on Climate Change 139 urban planners 66, 85–6 U.S. Census Bureau 192 U.S. Department of Commerce 215 U.S. Department of Education 180, 218 U.S. Department of Energy 83 U.S. Department of Labor 133–4, 143, 161 U.S. News and World Report 215 USGS Mineral Resources Program (MRP), the 151 Using Student Achievement Data to Support Instructional Decision Making (Hamilton, et. al) 180 velocity 285, 288, 298 Vernier probes 197–9, 200

362

Index

vertical alignment STEM partnerships 220, 222, 224, 230, 231 veterinarians 331 volcanos 69, 79, 102–3, 115 Walt Disney Company 78 Washington STEM 222 water: alternative sources of 119; change over time—our schoolyard (2) and 63, 64; global water quality (6) 98, 101–2, 103, 126; green building rooftops (11) and 143–4, 149; hydrologists 94; hydropower efficiency (4) 79, 83; rainwater analysis (5) and 69, 86, 87, 89–91; soil erosion (4) and 82; survival on earth-water (1) 42, 52, 57, 58 water conservation (4) 78, 79, 84–5 waterwind turbines 87 waves (1) 42. See also influence of the waves (1) weather (K) (3) 70–2, 311–13, 315–19, 318–27, 333. See also climatologists; meteorologists; snow-proof school challenge

Weiss, I.R. 191 wetlands 137–8 White, Ken 215 White students 217 Why Some Schools with Latino/a Children Beat the Odds and Others Don’t (Waits et al.) 191 wind up f lashlight (7) 259, 260, 261–2, 264 window box gardens (1) 52, 54–5 Word Walls 198 workforce. See jobs/workforce world patterns/living things impact (K) 319–21. See also goats (K); petting zoo (K) World Trade Center twin towers 144, 146 World Wildlife Foundation 56 x-challenge. See automotive x-challenge (7) x-challenge engineer it! (7) 240, 284, 307–9 X-prize. See Automotive X-Prize zoologists 331